Abstract: This roundtable will bring together four secondary school teachers from around the country, along with two education administration professionals, to discuss their experiences of the particular challenges of teaching history in K-12 classrooms today. It is impossible to consider the ethics of history education in 2022 and beyond without acknowledging the political reality within which secondary school teachers must do their jobs. Bills that attempt to restrict teaching histories and present-day realities of racism, sexism, homophobia, and transphobia have been proposed in the majority of US states. More than a dozen of these bills have now been signed into law. For educators in those states, the ethical decision — to teach the truth — has now become illegal. In working within their curricula and designing lessons, secondary educators must grapple with the need to stay inside the guardrails of their respective state’s standards while grappling with student, parent, and administrator concerns about critical race theory, state mandates, binary restrictions, identity, and privilege. History educators seek to stay true to their commitment to provide their students with accurate and evidence-based explorations of the past while being frequently compromised by non-educators who would consider teaching multicultural histories as undemocratic and incendiary. In this current polarized and politicized climate, how can history teachers balance their commitment to using history to make sense of our present reality with importance of preserving the ways in which the past was radically and qualitatively different?