A recently constructed border wall stands within walking distance of Border High School (BHS) and was created to impede the flow of people, goods, fauna, and contraband from Mexico into the United States (U.S.). The reality, however, is that this geopolitical border is fluid, allowing connections between sociopolitical zones. The researchers selected BHS, which is in close proximity to the international border, as a site to uncover how social studies teachers and school administrators address U.S. international issues in classroom discussions. Within this setting, border pedagogy served as a framework for examining the work of educators on the U.S.-Mexico border. Specifically,the following question guided the researchers' investigation: To what extent and how are U.S. international policies addressed in social studies classrooms? (Contains 1 table.)