This article explores the use of media texts in contemporary high school social studies classrooms. Much of the current research regarding media education in social studies classes has focused on history classes and has centered on small idealized samples of both teachers and students. This study, based on the observations conducted in eight secondary social studies classrooms located in urban, suburban, and rural high schools in the Midwestern region of the USA, provides insight into type and frequency of media text interaction in a broad range of social studies courses and contexts. Results indicate that students had few opportunities to interact with media texts in the classrooms. In addition, there was only a small amount of class time devoted specifically to media literacies skill development. Implications of these findings are discussed and may provide a reality check for the status of media use in high school social studies classrooms. (Contains 3 tables.)