Students for whom English is a second or additional language are a significant and growing population within public schools. Notions of inclusion and citizenship are uniquely and distinctly a part of social studies. In combination, these factors present an opportunity for social studies teachers to meaningfully engage with their students, many of whom are English language learners (ELLs), in ways that expand 1) our understandings of what constitutes valuable knowledge and 2) the boundaries of citizenship education. Through a qualitative narrative inquiry, the researcher explored three secondary social studies teachers whose work predominately involved ELLs. Through interviews, guided by think aloud protocols, and through the collection of classroom artifacts, the researcher explored how secondary social studies teachers working with increasing numbers of ELLs “took up the charge” of educating for and about citizenship. Informed by the theory of transnational funds of knowledge, the researcher found that two of the teachers recognized, valued, and incorporated students’ languages, countries of origins, and knowledge bases in ways that extended or transformed traditional approaches to ELLs and to citizenship education. Their efforts and successes may provide opportunities for other teachers in similar contexts to reflect on their own practices. Future researchers may be interested in factors that may support or constrain teachers in the development of a transnational funds of knowledge stance.