The recent increase in connective devices being used for instruction in elementary and secondary classrooms signals continued discussion regarding digital citizenship instruction. This study provided a unique view of how educators were approaching their digital citizenship instruction and if they were having success with implementation. The purpose of this qualitative case study was to explore how teachers in a one-to-one school district in the southeastern United States were teaching digital citizenship. The researcher was also interested in how teachers in the school district were teaching students about concepts outlined in Kim and Choi’s (2018) SAFE framework for digital citizenship: self-identity, activity in online, fluency for digital environment, and ethics for digital environment. Data were collected through interviews of teachers representing grades 6 through 12 at each middle and high school within the district being studied. The study found that teachers relied on teachable moments, creating connections, and modeling expectations as their most common digital citizenship instructional strategies. Some participants noted that training opportunities provided by the district were helpful in promoting digital citizenship in their classes, while others were quick to note a lack of specificity in the requirements for high-quality digital citizenship instruction. Participants described specific examples of how and when digital citizenship was being taught in their classrooms, as well as identified moments of missed opportunity. This study provided qualitative data to the ongoing discussion of digital citizenship instruction and provided a realistic picture representing digital citizenship training and instruction within the district selected.