Recent polling shows a marked increase in public distrust towards institutions and fellow citizens in the United States. In this context of rising distrust and democratic crisis, teachers have not been exempt from public scrutiny. Recent legislation in the United States targeting school curricula and classroom discourse reveal a mounting distrust within the context of public education. In fact, over the course of the past few years, an onslaught of parental rights bills have been introduced across the United States. In the current context, much of this legislation has emerged as resistance to the teaching of Critical Race Theory in schools. Much of the philosophy of education literature regarding parental rights legislation has aimed to understand the nuanced relationship between the rights of parents and the rights of children. Throughout the course of this paper, the author aims to apply two lenses to the issue of parental rights bills and the challenge that they pose in epistemic spaces. First, the author examines parental rights bills through the lens of epistemic agency. In addition, the author applies the lens of epistemic authority to the issue and argues that parental rights legislation can be viewed as a challenge to schools' epistemic authority insofar as it intervenes into the trusting relationship between teachers and their students. The author concludes that parental rights bills perpetuate epistemic injustice against students in that they constrain which epistemic resources are made available to them and subsequently limit their flourishing as epistemic agents.