Social media spaces are increasingly sites where people learn about the political and social landscape. Because social studies teachers can play a significant role in helping students make sense of a range of political and social issues, it is urgent to examine the role of social media in teachers' sense-making. Thinking with poststructural theories of the subject, I employ Q methodology to examine how social studies teachers reacted to political content online and whether those reactions shape and inform the way they describe teaching about the embedded content. Specifically, 29 social studies teachers completed two separate Q-sorts with a collection of social media posts around the Black Lives Matter movement. They first sorted the 42 posts based on their personal reactions. They then completed another sort considering which of the posts they would be most likely to use in the classroom. By analyzing the generated factor arrays, the participants' written responses, and the interview data, I interpreted the factors as possible subject positions, recognizing that the teachers' engagement with the items and their responses during the process are emergent from and informed by discourse. My findings suggest that teachers reacted to the content in ways that were informed by their political subjectivity--as the Curious Consolidator, the Dismissive Scroller, or as the Angered Constituent. When the participants shifted to thinking about their work as a teacher, they attempted to suppress their political subjectivity by taking up three different approaches to "neutral" pedagogy--the Context Provider, the Data Debater, or the Critical Confronter. Each of these slightly varied positions was tied to an underlying, pervasive position of Guide on the Side--where these teachers uniformly described presenting their students with both sides of the Black Lives Matter movement and inviting them to arrive at their own conclusions. I conclude by offering a few significant implications for the field of social studies and suggest that teachers must continually confront their work as inherently political while disrupting the notion that presenting "both sides" of political and social issues is an unquestioned good. [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.]