This qualitative, phenomenological study examined the experiences of public high school social studies teachers in 11 U.S. states in teaching democratic principles in their classes since the 2016 presidential election. The study utilized semi-structured interview questions and inductive analysis to assess teacher experiences, including instances of pushback, significant challenges, and effective teaching strategies employed since 2016, amidst increasing political polarization that has trickled into classrooms. The findings indicate teachers are still reporting continued autonomy and support within their schools but are also shifting their teaching strategies in anticipation of potential pushback and challenges brought on by an increasingly divisive political climate. Implications for social studies teachers and social studies educator preparation programs in college are suggested, along with several important recommendations for future research beyond this dissertation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]