There is limited research on the variance in teachers' beliefs on social issues such as immigration, particularly related to the grade level they teach. This research is centered on a nationwide sample of K-12 teachers (N=5190) with an examination of their views on immigration and educational rights for immigrant students, particularly those students who are undocumented. Additionally, there is an analysis of the awareness of false immigration narratives. A series of ANOVA analyses indicates that teachers from the secondary level have the most inclusive views followed by middle grades and elementary teachers. Secondary teachers were also more likely to be aware of false immigration narratives. Consideration is given to the possible reasons for these disparities based on grade level as well as the implications for teachers and teacher educators, particularly because of the need for teachers with an inclusive positionality towards the immigrant population and a critical approach towards structural barriers these students face within the school system.