Some state legislatures have introduced a rash of bills designed to control how K-12 teachers discuss so-called 'divisive issues,' such as racism, sexism, and privilege. This legislation has prompted substantial news coverage on the impact of these laws. Sidelined in this discourse are the perspectives of teachers. This mixed methods study seeks to understand the impact this legislation may have on teachers. We identified three themes salient to how teachers as 'gatekeepers' (Thornton, 1991) anticipate these legislative efforts influencing their practice: curricular autonomy, context, and institutional guidance. The paper concludes with the significance of these findings, including potential policy implications at the national, state, and local levels.