This manuscript describes the patriotism taught and not taught by nine teachers to the children of soldiers near a military base in the American South. The nine teachers, all participants in a qualitative study, detail the pressures endured and the pedagogical and curricular decisions made as result. The teachers experienced social and political pressure from the broader community to avoid controversial or complex issues, fear that complicated teaching troubling more simple notions of patriotism would stress or possibly traumatize their students (the children of soldiers), and pressure to teach within the district-assigned curriculum map. The teachers responded in different ways. However, each path taken by teachers led to uncomplicated and uninterrupted notions of patriotism.