This study explored the types and perceived benefits of civic engagement, and the distinct parental and school civic experiences of adolescents employing review of literature in the field, secondary data and empirical data from a narrative design in which 20 school adolescents participated in an-in-depth interview. The interview focused on the different types of civic engagement activities participated, perceived benefits of these engagements, and the distinct family and school civic experiences that might have contributed to enhanced civic engagement or disengagement. Data on the types of civic engagement activities of adolescents were interpreted into seven themes: mobilizing resources for the needy people, promoting awareness on their rights and social issues, environmental campaigns, monitoring delivery of social services, social and political participation, public discussion, and economic participation. Benefits of civic engagement were reported to include skills for their development and paybacks to their communities. As regards to explanatory factors for high and low civic engagement of adolescents, explanatory themes for high and low civic engagement included not mere level of presence or absence of same factors but also existence of certain unique environmental circumstances that exist in one and miss in another. For example, in high engagement adolescent groups factors included open family environment for discussion; respect for each other’s ideas; concern about broader community matters; parental civic engagement emulated by adolescents; living in family who stand up for the rights of the most deprived; open classroom environment for discussion; and teachers respect for students’ ideas; being a member or a leader of district parliament; and schools that promote volunteerism. Explanatory themes for low civic engagement, on the other hand, included: absence of open family environment for discussion; lack of respect to other’s ideas; lack of proper parental civic modelling; being civically engaged perceived as violating cultural and religious values; low level of education and awareness on children’s rights; perceiving participation in adolescent-led parliaments exposes to risks; too young to participate in socio-political matters; fear of joining politics; and poor school performance leading to discrimination from participation. Implications for practice to support adolescents and youth to enhance their civic development: adolescents and youth as agency in themselves, families, schools, communities, and government are drawn.