According to the American Library Association, book censorship is on the rise. While many censored books are adolescent novels, some titles for younger children are challenged as well. Books dealing with difficult social issues have been targets for censors historically, but recent attacks have focused on books portraying members of the lesbian, gay, bisexual, transgender, questioning, and other sexual identities (LGBTQ+) community. The goal of this qualitative study was to build prospective teachers' (PTs') knowledge of censorship while also providing an opportunity for them to take a sociopolitical stance. Students in a children's literature course read source materials and reacted by creating a transmediation that used some form of art. Lenses for data analysis included qualitative research, critical discourse analysis, and visual discourse analysis. The first major theme focused on freedom and democracy and the threat censorship poses. Within this category, two subthemes were identified: (1) children having freedom to learn about real-world issues and (2) children having freedom to read books that meet their personal needs. A second major theme focused on how PTs thought people should respond to censorship. Responses expressing fear and/or confusion about censorship were coded as demonstrating a teacher dilemma, while examples showing a challenge to censorship were coded as demonstrating resistance. Findings indicate that PTs were shocked by what they learned about censorship, and many of them engaged in culture jamming, which involves using the arts to challenge oppressive systems. Many used art to critique censorship and advocate for children's rights. This study challenges the common cultural assumption that teaching is an apolitical or neutral activity.