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We examined how the preservice history and social science teachers (n=84) with whom we worked conceptualized debates regarding Public Displays of History (PDH) such as monuments and building names. Participants described PDH as important venues for learning history but viewed them as incomplete, often biased, sources of information. When determining whether removal or alteration is appropriate, the preservice teachers stressed comparison of the PDH to current societal norms, original overt and tacit intent of the creators of the PDH, the actions or deeds of the subject through a historical accuracy lens, and whether removal changes understanding of the subject of the PDH. Participants described some PDH as ineligible for alteration or removal because of their importance to society. Participants viewed classrooms as appropriate places for students to engage in debate regarding PDH. Discussed are implications for classroom practice and future research.