Effective social studies education involves inquiry into and discussions of controversial social and political issues and difficult topics. In the current polarized political climate, exemplified by the emergence of divisive concepts legislation, the ability of social justice-oriented social studies teachers to provide highly effective instruction has been problematized. Since 2021, divisive concepts legislation impacting on the ability of educators to address issues of race, gender, and inequality in their curriculum and instruction exemplifies a case of national curricular controversy. In this study, open-ended qualitative interviews of a purposive sample of eleven social studies teachers illustrate the complicated, contextual nature of teachers' experiences with and responses to divisive concepts legislation. Findings revealed the prevalence and amplification of censorship and restrictions in all communities, not just ones governed by divisive concepts legislation, and their impact on teachers with a social justice orientation that provides an intrinsic compass that guides their thinking and sensemaking and contributes to highly effective pedagogy. This study revealed the importance of mentors and a supportive teaching environment and clear administrative leadership to sustain effective teachers. This research contributes to the discourse about the challenges of controversial issues pedagogy. It highlights the importance of intentional practice, guided by research, and grounded in an awareness of local regulations, policies, and politics. It underscores the valuable role played by teachers and teacher-educators in crafting effective pedagogy in this increasingly contentious environment. The results of the study will provide teachers and teacher-educators with evidence to make more effective decisions regarding the construction of controversial issue pedagogy and the role of teacher neutrality within the classroom. Knowledge of the challenges and opportunities of a social justice-oriented pedagogy among teachers and teacher-educators can be instilled and nurtured so that this subset of social studies educators will thrive rather than wither in this contentious environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]