In studies of gender and preservice teacher education, sexism is often a silent force that undergirds the inquiry, findings, and implications. This study explores how a group of preservice social studies teachers (n = 25) reify discourses about gender and gender issues within the context of discussing a current event involving sexual violence and with a direct connection to sexism. Through feminist poststructural discourse analysis and assemblage, one class discussion is analysed in-depth to understand how a group of future teachers talked about a current event in one of their courses. Findings reveal that even when asked explicitly to connect the current event to sexism, most students resisted and instead linked their interpretations to classism. Implications for teacher education are included.