Because moral, value, and character education often seem marginalized in pre-service secondary social studies education courses, I sought to determine if and how moral education is addressed at the elementary level. In this article, I examine both elementary social studies methods instruction and literature through a moral education lens and argue that moral education underlies the civic goals, objectives, and techniques of elementary social studies. In particular, equity, social justice, the role of individuals in society, the common good, reflective thinking, the opening of closed areas, and taking on multiple perspectives are all important civic areas of mastery for elementary social studies teachers, yet they simultaneously constitute a reflectively moral education. In addition to making a case for more explicit treatment of presently latent moral education, I offer practical instructional strategies drawn from my observations and the elementary education literature.