Abstract: Digital citizenship is crucial in modern society (ISTE, 2016). Strong digital citizenship skills allow people to safely, responsibly, and productively use digital tools and participate in digital environments. Over the past 20 years, digital citizenship has been explored conceptually (Ribble et al., 2004; Ribble & Park, 2022) as well as empirically with children (Jones & Mitchell, 2016) as well as college students (Choi et al., 2017). Research on digital citizenship and preservice teachers, however, is limited (Author, 2022a), and much of the limited research on digital citizenship and preservice teachers focuses on their perceptions (Ata & Yıldırım, 2019). The perceptions of preservice teachers on digital citizenship are obviously important and as their perceptions likely influences their general integration of technology in the classroom (Miranda & Russell, 2012) as well as if and how they will teach digital citizenship future classrooms. However, it is also important to understand their digital citizenship skills. Thus, this study examines both digital citizenship activities and perceptions of 93 preservice elementary teachers using the Digital Citizenship Scale survey (Choi et al., 2017). Results indicate that participants scored substantially higher on the digital citizenship categories of Technical Skills and Local/Global Awareness than on the categories of Internet Political Activism, Critical Perspective, and Networking Agency. Implications are discussed.