Hydraulic fracturing or fracking as it commonly referred, has seen tremendous growth in Ohio over the last 10 years. However, this growth comes at a price which makes fracking a current event which is also a controversial environmental issue. Recent work by young activist like Greta Thunberg and others have highlighted a sincere interest from social studies students in issues related to the environment. Fracking is an ideal issue for study in an American Government classroom. The purpose of this study was to determine the status of teaching about fracking in Ohio American Government classrooms, as well as any self-identified barriers that may have prevented them from teaching about the issue. This study was a mixed methods study which utilized surveys and content analysis to be able to draw conclusions. This study presents the findings of 62 Ohio American Government teachers and their positions on fracking and whether fracking is appropriate for a social studies classroom. The results showed that participants geographic location appeared to play a role in their positionality on the issue of fracking. Specifically, whether teachers were teaching about fracking and any self-identified barriers. This study highlights the multiple layers that exists in classrooms where issues like fracking may be addressed. The intersectionality of participants and their personal autonomy were important to understanding the results and suggestions for future research in this area and related areas of study.