This study utilizes the term "teacher as stranger-teacher as public citizen" from Greene's Teacher as Stranger to explore how teachers develop students' civic engagement in Taiwan. Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to develop/advocate for students' civic engagement or not, and how teachers develop the curriculum and pedagogy for civic engagement. Findings illuminate that teachers' personal background and life experiences are influential factors in their teaching of civic engagement. In addition, the findings also indicate teachers who act as citizens involved in the public world develop students' civic engagement, critical awareness, and political talk.