Polarization in the United States and controversy over the teaching of content some deem "divisive" has resulted in the enactment of restrictive legislation in many states. Such constraints contribute to a fraught environment in schools today and significantly impact the work of teaching. Utilizing frameworks of "ambitious teaching" and "principled resistance," this dissertation sought to understand the experiences of three secondary social studies teachers in Florida, Tennessee, and Texas as they navigated and resisted these constraints. Through an analysis of interview data, the study found that teachers engaged in "ambitious teaching" and "principled resistance" by enacting their "political clarity" and "legal literacy." Additionally, data supported the importance of teachers building solidarity and support systems within schools and beyond their walls. Their stories illuminate some of these teachers' obstacles, including informal conflict and more formal challenges to their curricula and instruction. Teacher narratives help to better understand the impact of mandates and policies that can be harmful. However, as these participants demonstrate, they also present opportunities for teachers to be agentic and resist efforts to constrain their practice. These findings offer implications for theory, policy, practice, and teacher preparation. While the policymaking around "divisive concept" legislation has not been made in good faith and has purposefully sowed fear and uncertainty for educators and school communities nationwide, understanding teachers' reactions to these laws and policies can pull back the curtain on the in-school impact and the reality of social studies instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]