Teachers have a bewildering role for their students, who act as the torch bearers in inculcating civic sense and ethics among the general masses. This act merges into behavior modification alongside the transmission of knowledge, cultural orientation, attitude development, and acquisition of societal values and beliefs possessed by the generations. Teacher behaviors go by the curricular transition and transmission as society desires. The threads of education in civil society are interwoven into the arenas of learning and life. To excavate the intent of civic sense and the varied dimensions of the topic researchers embarked upon the qualitative methodology. The primary sources relied upon were the curricula, the secondary sources to be exploited were books, articles in journals, standards for teacher educators, manuals, government notifications, reports, and internet sources. Focus group interviews were conducted to find the realities on the ground. Those invited to be the members of the focus group were 5 retired educators possessing an experience of 40 years or more as teachers’ educators. The results revealed shortcomings in addressing issues related to content and context. These shortcomings have led to a deficiency in involving civil society, maintaining democratic school administration, employing effective delivery methods, handling external pressures, promoting weak democracy, addressing financial challenges, and fostering the presence of exemplary teachers. The focus group had exposure to rights, obligations, responsibilities, democracy, and freedom with the representation of both genders traced through a snowball strategy.