This research study aims to explore the Indian educators’ conceptualisation of the term ‘citizenship education’, which is taught through Social Studies, specifically the civics curriculum, in the Central Board of Secondary Education (CBSE) schools in Ludhiana district in the state of Punjab in North India. The three main objectives of the study are: to explore the educators’ attitudes and approach towards teaching citizenship education and the intended learning outcomes; to explore the nature and purpose of citizenship education through civics curriculum; and to explore if the educators’ personal and professional ideologies have an effect on their teaching practice. The research sites included fifteen CBSE affiliated schools, and three Colleges of Education affiliated to Punjab University, Chandigarh. A minimum of three Social Studies teachers participated from each school, and a minimum of four trainee teachers majoring in Social Studies participated from each College of Education. The research study employed mixed methods research to collect data, such as questionnaire and semi structured focus group interviews. Quantitative data was analysed using statistical analysis (Excel) and qualitative data was transcribed, coded and thematically analysed. The research findings indicated that classroom sessions were largely teacher led, and citizenship education was mainly taught through the prescribed NCERT civics textbooks in the schools. However, educators also relied on their own previous education and experience to inculcate notions of good citizenship, nationalism, secularism, democracy, national identity and world citizenship in their students. Educators demonstrated commitment to maintaining objectivity in a classroom when teaching topical issues such as reservation policy, religion/caste, gender violence, political debates and human rights. The study furthermore revealed educators’ belief in imparting moral and value education through civics education. This research study intends to contribute towards educators’ voice in school curriculum development and design and understanding on how India’s colonial past continues to influence the learning and teaching of citizenship education in the present-day school curriculum.