When preparing K-12 students to engage thoughtfully and respectfully with ethical diversity, what range of ideas and values should schools expose them to, and how directive should teachers be in their efforts to instill commitments to liberal democratic virtues? Preservice teacher education coursework has devoted increasing attention to the concept of social justice over the past two decades (Reagan & Hambacher, Teacher preparation for social justice: A synthesis of the literature, 1999–2019. Teaching and Teacher Education, 108(December). https://doi.org/10.1016/j.tate.2021.103520 , 2021). Although curricula vary, a persistent feature of learning to “educate for social justice” often includes strong advocacy for values typically aligned with ideologies of the political left. Other preservice curricula adhere to different but similarly doctrinaire ethical frameworks. While effective teacher preparation is inevitably a value-laden enterprise, it is worth considering the benefits and drawbacks of curricular philosophies that present a relatively codified conception of justice, prescribe a narrower range of reasonable disagreement, and treat some controversial social issues as already settled questions. This chapter will argue that educating for liberal democratic virtue needs to provide sufficient space for wide ideological diversity; intentional and charitable presentation of viewpoints unpopular with faculty and students; and perhaps even rejection of some liberal democratic principles. Such a curricular approach—while imbued with risk and demanding sophisticated pedagogical skills—is positioned to more fully honor student autonomy and foster students’ informed and durable ownership of their civic commitments.