This paper argues that just as subject matter is inherently value-laden, educators should not feel trepidation about morally justifying their criteria for choosing curricula to be taught in the classroom. It recommends that true "moral" choices should be made on the bases of relevance to student experiences; moral propriety of subject matter proportional to community ideology; subject matter teachability; and educator recognition of the hidden curriculum and the values propagated therein. (JAM)