The purpose of this qualitative case study was to examine to what extent and in what ways teachers and families from an elementary school perceived the 2016 U.S. presidential election and subsequent presidency as influencing classrooms and children. Participants included 4 teachers and 10 families from the 2nd-6th grade classes. Teachers participated in interviews and families completed online questionnaires. Analysis of the data resulted in identification of five themes focused on teaching government to children, intergenerational transmission of political attitudes, classroom context and child characteristics, emotion, and time and the chronosystem. This article includes a presentation of these themes as well as discussion of assertions and reflections based on the findings of the study.