Historical fiction is often used as a resource in elementary classrooms to integrate social studies and English-Language Arts (ELA), a practice that teachers often use as a time-saver when schedules are limited for social studies in an elementary classroom. Using historical fiction as a basis for integration can give students more opportunities to understand multiple perspectives, historical empathy, and social studies content, while also meeting language arts standards and goals. In this paper, the researchers describe their findings from a national survey in which they asked elementary and middle school teachers (third through eighth grades) what historical fiction texts they use in their classrooms, how they use them, and why they chose them. Specifically, they used the survey to study the following questions: (1) What historical fiction books are teachers selecting to use in their classrooms/with their students? (2) Why are teachers selecting these books? and (3) For what purpose(s) are teachers using these books?