"Plyler v. Doe" (1982) is a Supreme Court case that affirms legal access to K-12 public schools for undocumented students. "Plyler" shapes K-12 classrooms wherein teaching and learning occur. However, what happens when preservice teachers are unaware of "Plyler" and its potential impact on their classroom practices? In this exploratory study, the author investigated potential practice dilemmas as a result of White women preservice teachers' ignorance about "Plyler v. Doe" (1982). Analysis found that White women preservice teachers' professional ignorance could present perceived conflicts between the "Plyler's" mandate and their ethical responsibility to serve all students well. Participants identified strategies for resolving the dilemmas. Implications for teacher education are discussed.