This case study investigated how two 8th-grade teachers planned for, delivered, and reflected on their teaching of the 2016 Presidential Election. Data sources included classroom observations, teacher interviews, and lesson plans. Despite integrating student-centered lessons about the election with social and political events in US History from 1792-1861, one teacher, Ms. Smith, struggled to navigate burgeoning issues that galvanized students. During the six-week unit, both teachers maintained neutral positions on the candidates; however, after the election, Ms. Smith allowed her disdain for Donald Trump to seep into her teaching. Because exigent political events, such as presidential elections, hold great potential to accelerate students' political socialization, more needs to be learned about how teachers do and should manage the teaching of controversial issues in the social classroom.