This study sought to explore the practical perceptions that teachers who participated in the Democratic Citizens Education Teachers Academy have about democratic civic education. For this purpose, scenes of teachers participating in training and narratives were analyzed according to the lens of democratic citizenship. There are three practical perceptions of teachers revealed in the Democratic Citizens Education Academy. First, teachers gradually shifted from what they thought was democratic civic education to democratic civic education. Second, teachers shared the view that they realize themselves as teacher citizens and grow into student citizens instead of limiting students to be educated. Third, teachers perceived that participation in social affairs is necessary to grow up as critical citizens. Through the above three, teachers welcomed each other as equal citizens, broadening their demands for democratic citizenship. Methodically they shared the experimental orientation of the students by reflecting their situation in democratic civic education activities. Based on the three practical perceptions shown by the participating teachers, the following two are presented to enhance teachers competence in democratic civic education. First, teachers who will participate in democratic civic education activities need an attitude that practically embraces the daily life and life context of the student so that the student s citizenship can be expressed on a daily basis. Second, teachers need an emotional attitude to ensure equal and democratic participation with each other in the scene of education to foster citizenship with students. This inclusive attitude and emotional attitude can be seen as one aspect of the teacher s competence that teachers should show in order to promote the development of students citizenship in each educational activity of democratic civic education.