This study examined constructive controversy in theological education, an application area yet unstudied. It investigated (a) the feasibility of controversy for grappling with theological/ethical issues, (b) whether complex thinking was enhanced, (c) whether social interaction was positive, and (d) advantages/disadvantages for use in theology/ministry. A descriptive-comparative mixed-methods design implemented the controversy procedure in two graduate classes/courses (n = 8 and n = 22, respectively) in a university school of theology/ministry in the Pacific Northwest, USA. Data from a reflection questionnaire (posttest-only) and achievement measure (pretest-posttest) were analyzed and triangulated. Overall, findings revealed the feasibility of constructive controversy in theology/ministry classes, increased complex thinking, perceived positive social interaction, and perceived advantages as an instructional tool for grappling with theological/ethical issues.