As the U.S. and other nations grapple with the boundaries of inclusion at a time of increasing political polarization, teachers face quandaries about how to address immigration in classrooms. Although some educators may avoid immigration as a discussion topic, others enthusiastically choose it precisely because of its relevance. Further complicating decisions about whether and how to teach about immigration is the question of who is in the classroom. An estimated 5.1 million youth have at least one undocumented parent. This means that undocumented youth, and citizen children of undocumented parents (who are also directly affected by immigration policies), are part of U.S. school systems. Discussions about immigration become more complex at a time when the topic is hyper-present in societal discourse. This article highlights a research study that investigated social studies teaching in such settings. The authors critique the teaching of immigration from the framework of a political controversy, and conclude by drawing from Elliot Eisner's work to suggest humanizing, contextualizing, and agentive approaches to teaching about immigration.