Australian Protestant schools have often been depicted as sites that restrict knowledge. This paper presents the findings of a 2010-2013 field study of 137 teachers, exploring the nature and extent of Protestant School English teacher self-censorship when excluding and selecting texts to teach. In both survey and interview data, I find that the Protestant school English teacher sample was more active in text selection than exclusion, and found no clear evidence of institutional directives from schools or sector governance regarding English text exclusion and selection. The study also found that patterns of text exclusion were unlikely to be particularly different to those of state school teachers, but selection was more affected by religious concerns, despite the range of text titles appearing to be similar across both sectors. Additionally, self-censorship as a part of an anticipated parent complaint is also examined. The study also found that the Protestant school English teachers appeared concerned about anticipated institutional interference than there was warrant for in the data, and more than their own personal faith perspectives required. This appeared to indicate that Protestant school teachers may be hyper-engaged in questions about how their text selections and exclusions align with their own ideological beliefs and those of their employing institution. In the case of the English teachers in the sample, it would appear that the Protestant schools tended to be ideologically generative, rather restricted knowledge sites.