Since 2005, the Chinese government has vigorously extended influence over American education. While well-researched in some areas, that influence is merely noted elsewhere. This report fills a gap in previous work by examining the role of Mandarin education in Communist China, how the Chinese Communist Party (CCP) developed language as a tool of political warfare, and then deployed it to the United States. Confucius Classrooms did not simply expand Confucius Institutes (CIs) into K-12 schools; instead, they grew out of China's strategy to influence policymakers and society at the state and local levels. The first chapter of this report discusses the origins and strategy of China's use of Confucius as a label for its soft power efforts to gain influence abroad. The role of language education in China's conduct of political warfare is discussed in the context of how the Chinese Communist Party reformed Mandarin to indoctrinate its population after 1949. This chapter also examines the relationship between Confucius Institutes and Confucius Classrooms, and how Beijing's Confucius programs differ from the foreign language initiatives of other countries. The second chapter examines CCs in the US, and how they have been founded and sustained by the efforts of nonprofits and policymakers at the state and local level. This chapter also discusses a number of the nonprofits involved in enabling Confucius Classrooms to survive the closure of Confucius Institutes, and how China's use of nonprofits demonstrates Beijing's strategy to use education as a means of influencing other parts of American society. This chapter also notes how CC programs play a role in building economic ties between the US and Chinese business interests. The third chapter surveys three surviving Confucius Classrooms discovered by Parents Defending Education last year. This chapter examines Minnetonka Public Schools, Sisters School District, and St. Cloud Area Schools, and shows how these schools demonstrate the macro trends discovered in this report. In both Minnesota and Oregon, economic interests and local policymakers played a role in establishing the CCs located there. The fourth and final chapter offers policy recommendations based on the findings of this report.