This research examines the Vietnam War as a topic of study in the era of standardized curricula. Standards for teaching the Vietnam War, both state and national, are often ambiguous. They may, therefore, allow teachers to interject their own thoughts and biases into the classroom. To better understand what may actually inform one state's social studies teachers regarding the Vietnam War, findings from a survey of practicing Indiana social studies teachers' reported sources of information regarding the conflict are presented. Implications of these findings in the context of the current realities facing social studies education are discussed, and recommendations, largely dealing with professional development, are offered.