In this paper, we address the issue of how teachers select primary and secondary texts for classroom use by focusing on two New York state middle school history teachers. Our field studies show that, although they teach diverse groups of students, each teacher chooses a wide variety of sources to develop classroom units and test preparation activities. The high-stakes testing environment both teachers work under influences their decisions, but so, too, do their subject matter knowledge and their views of their students. We know from previous research what is typical in social studies classrooms. By cataloging these teachers' text selections, we offer a glimpse into what is possible. (Contains 14 notes.)