This study explores teacher agency as three sixth-grade elementary school teachers collaboratively design and implement a mock cooperative enterprise project centered on economic education within the elementary social studies curriculum. Recognizing that the curriculum structured around traditional economics concepts has limitations in terms of citizenship education, this qualitative case study employed Priestley, Biesta, and Robinson’s (2015) ecological model of teacher agency as an analytical framework. Data were collected through interviews, field observations, and documents. In the iterational dimension, teachers reflected on the limitations of competition- and performance-centered instructional activities and the disconnect between labor rights education and student activities. Their critical awareness of profit-driven economic structures, shaped through biographical contexts, served as an internal motivator for curriculum reconstruction. In the projective dimension, teachers envisioned students growing as economic agents practicing cooperation and coexistence, as citizens recognizing economic justice, and as citizens capable of critically recognizing and questioning economic structures. In the practical-evaluative dimension, teachers implemented democratic decision-making structures grounded in mutual respect and openness to minority opinions, along with hands-on production and sales experiences, supported by collegial collaboration, institutional support from an innovative school, and the availability of school facilities and external resources. These findings suggest that elementary social studies curriculum reconstruction is realized when teachers’ reflective practice, collegial collaboration, and supportive school environments are cultivated together.