The James Madison Legacy Project Extension (JMLPE) is a program of the Center for Civic Education that focuses on adapting the We the People: The Citizen and the Constitution (WTP) curriculum for students with disabilities, English language learners (ELLs), and students of color. The research questions addressed in the paper are: What are the priorities and needs of middle and high school civics teachers whose classes include significant numbers of ELLs, students with disabilities, and students of color? What are the barriers to successfully implementing civics curriculum interventions in their classrooms? What are the best practices for imparting civic and social and emotional learning (SEL) competencies to the three target student populations? And finally, how was the WTP curriculum adapted to meet the needs of teachers and ELLs, students with disabilities, and students of color? The Civic Education Research Lab (CERL) at Georgetown University surveyed teacher-experts working with these student populations to identify priorities, educational objectives, challenges, needs, and best practices. The Center worked with teacher-experts, consultants, and stakeholders to adapt the WTP curriculum to meet the needs of the target student groups. Teacher-experts identified providing civics content knowledge to teachers and students, making the curriculum accessible and relevant to the target populations, devising culturally appropriate and varied instructional approaches, and incorporating SEL competencies into the curriculum as priorities. These factors were considered when the WTP curriculum was adapted for use with the specified student groups. Lesson plans were devised for a pilot test of the curriculum to prepare for the next phase of the JMLPE where teachers will be provided with professional development to prepare them to teach using the adapted materials. 1 Civic education that takes an integrative and active learning approach to imparting knowledge, skills, and dispositions is a precursor to good citizenship and political engagement over the life course (Galston, 2004). It is well-documented that disparities in the quality of civic education contribute to civic achievement and opportunity gaps that disproportionately suppress the political agency of disadvantaged students (Kahne and Middaugh, 2008; Loewecke, 2016; Kuang, Zhu, and Kennedy, 2020; Owen and Irion-Groth-2022). These gaps are widening, as high-need students often attend schools that are poorly resourced and receive civics training that is substandard, if not lacking entirely (Levine, 2009; Levinson, 2012; Hansen, et al., 2018). Most extant civics curricula are not designed to effectively educate students from marginalized and disadvantaged backgrounds. Lesson plans, materials, and instructional resources mostly fail to make civic learning relevant to these students and are rarely adapted to meet their specialized needs. Further, teachers lack access to professional development dedicated to instructing high-need students. The James Madison Legacy Project Expansion (JMLPE) is a three-year program of the Center for Civic Education (Center) that focuses on making accessible the We the People: The Citizen and the Constitution (WTP) curriculum intervention to English language learners (ELLs), students with disabilities, and students of color in middle and high school. The WTP curriculum bolsters students' knowledge acquisition with cooperative learning activities that also are designed to develop their civic dispositions and skills. The Civic Education Research Lab (CERL) at Georgetown University is responsible for the research component of the project. This study has two major goals: 1) to identify priorities, educational objectives, challenges, needs, and best practices of civics teachers of ELLs, students with disabilities, and students of color, and 2) to describe the ways that the WTP curriculum was adapted to meet the needs of the three target student populations. The research questions addressed in the paper are: What are the priorities and needs of middle and high school civics teachers whose classes include significant numbers of ELLs, students with disabilities, and students of color? What are the barriers to successfully implementing civics curriculum interventions in their classrooms? What are the best practices for imparting civic and social and emotional learning (SEL) competencies to the three target student populations? And finally, how has the WTP curriculum been adapted to meet the needs of teachers and ELLs, students with disabilities, and students of color? To address these questions, CERL gathered data from teacher-experts on the pressing needs of civics teachers of the three target student populations, instructional strategies that work best, barriers to implementation of the WTP curriculum intervention, and the SEL competencies that should be emphasized during instruction. These insights informed the development of lesson plans and instructional materials designed for the target student groups by the Center's staff working with teacher-experts, stakeholders, and educational consultants. Civic Education for Marginalized Students Civic education offers an opportunity for members of marginalized groups to learn about government and politics, identify with the values and symbols of a nation, develop a sense of efficacy, and become engaged citizens. Research has shown that high-need students, including students of color, who receive high quality civic education that allows them to engage with 2 content relevant to their life experience have the same or greater civic gains than their more