The subject of teaching about controversial public policy issues in the social studies is of particular importance in the contemporary context of curricular narrowing and challenges to public educators'' academic freedom. In "Teaching in Minefields," Robert Dahlgren investigates the experiences of veteran social studies teachers with teaching controversial content. His discussion gives voice to veteran practitioners who are often lost in the discussion of social studies teaching and learning practices. The insights gained from this fascinating study provide a template for an innovative teacher training process that focuses on the possibilities of student investigation of issues of controversy.