Taking the World War II photojournalism of Lee Miller as my point of departure, this article has several purposes. First, it introduces the wartime photojournalism of Lee Miller to education. I situate Miller's use of surrealist photography within emerging curricular discourses that take as axiomatic the significance of the unconscious in education and thus the challenge of representing histories that are simultaneously present, but cannot be perceived or integrated into conventional historical narratives. Second, I provide a textual analysis of Lee Miller's wartime oeuvre with specific attention paid to how this work alters education's "field of vision" of trauma. While this analysis makes no claims to exhaust education's possibilities for framing the war photography of Lee Miller, it will show how Miller's use of surrealist rhetoric and framing devices offered her the expressive power to represent traumatic experiences that resist being integrated into larger social and cultural contexts. By thinking through Miller's war photography, this article contributes to the scholarship in education that is dedicated to establishing a psychoanalytic history of learning and teaching that is capacious enough to address the "difficult knowledge" we too often cast beyond the pale of the curriculum and to expanding the rhetorical tactics possible for representing such difficult knowledge.