During the period 1962-1994, the United States Supreme Court handed down several decisions that increasingly limited the influence of religion in schools ("Engel v Vitale" 1962; "Abington v. Schempp" 1963; "Lemon v. Kurtzman," "Early v. DiCenso," and "Robinson v. DiCenso" 1971; "Wallace v. Jaffee" 1985; "Lee v. Weisman" 1992). In particular, these cases address the direct and indirect influence of Protestant Christianity in education. The Supreme Court began this process in the 1960s by first establishing a wall of separation between religion and schools. Then in the 1970s it attempted to accommodate the needs of diverse religions and cultures within school curriculums and policies. The Court concluded this evolution by arguing that schools should serve as a means of pluralistic integration in a series of decisions handed down in the 1980s and 1990s. This paper examines the revisions to the Texas social studies curriculums from 1961 through 1998 in the context of these precedents established by the Supreme Court. The changes made to the social studies curriculum from 1961 to 1998 in Texas reflect a replacement of the Protestant ethic that was once ubiquitous throughout the curriculum, with a more pluralistic approach that embraces diverse cultures, religions, and ethical systems. (Contains 1 note.)