The purpose of this qualitative research study was to describe preservice teachers’ views on the use of banned or censored texts and taboo topics in the classroom. The study sought to discern how elementary and secondary teacher candidates enrolled in methods courses at a Midwestern university thought about issues of censorship, citizenship, and curricular materials they may or may not decide to use. The study found that, when introduced to banned and censored texts related to citizenship, teacher candidates conceptually appreciated the notion of exploring controversial citizenship issues with students.