The co authors of this article write that their own roles as teacher educators, student advocates, and social movement workers provide motivation for engaging in critical conversations to make sense of education in the era of Trump. They wonder how they should engage pedagogically with their contemporary political movement deep in the heart of Oklahoma, which is a red state? They draw on their own experiences from an anonymous department-wide survey that collected experiences and perspectives from undergraduate education majors, teacher education faculty, and in-service teacher-graduate students on the impacts of the election on their classrooms. This essay considers what it means to pedagogically engage the political in their Oklahoma contexts. They begin by describing the state's political context and historicizing the impossibility of neutrality in education. Building on this framing, they analyze 25 survey responses, some stridently pro-Trump and unabashedly white nationalist, and others that describe in detail the effects of the election on Oklahoma's minoritized young people. They end with some thoughts on pedagogical strategies moving forward as they continue to make sense of their work in the specific context of Oklahoma.