Noting that teacher education students are unfamiliar with the censorship issue, this paper discusses three kinds of censorship the pre-service English teacher can be expected to face, and suggests ways to prepare them to recognize and remedy anticipated problems. The essay identifies the first kind of censorship as that imposed by English teachers, librarians, and parents who reject adolescent fiction and popular teen magazines as less worthy reading material than the traditional canon. The essay advocates using individualized reading programs to counter such canonical censorship, and recommends seeking assistance from the school librarian for information about good new books and writers. Second, the essay identifies teachers' self-censorship resulting from more experienced colleagues' advice to avoid certain lesson plans judged too "difficult" or too controversial with parents. The essay again recommends seeking the advice of school librarians, who will have the best sense of what students like to read, and what their parents will object to. Finally, the essay identifies the censorship efforts of groups from outside the school, and notes that most students training to be teachers are unaware of the motives and scope of book censorship groups. The essay recommends initiating in-class debates on the subject, and inviting a school librarian to share experiences in negotiating such objections to book selection. (JG)