This critical case study explored how seven elementary teachers promoted critical and multicultural pedagogies in social studies to foster civic-multicultural competence (CMC). CMC is “a desire and ability to investigate diverse, problematic, and controversial issues in pursuit of a more inclusive, just, and equitable society” (Miller-Lane et al., 2007, p. 563). This study revealed four major findings: 1) disappearance of elementary social studies in Hawai`i, 2) absence of justice 3) need for dialectic dialogue and reflection, and 4) importance of purpose in teaching. Implications urge educators to discuss their practices and past experiences gaining clarity on the “why” behind their practices. This supports teachers having agency in classrooms and grounds them in their purpose for teaching.