With the eruption of political, racial, and pandemic-related conflicts and unprecedented threats to U.S. democracy, educators have raised their voices about the need to teach controversial issues in social studies classrooms. However many teachers feel unprepared to take up this challenging practice. They may also avoid it because they fear loss of control, classroom conflict, harm to students, recriminations from parents and community members, and sanctions from their administration. With the pandemic crisis, a reckoning with systemic racism in the United States, an unimaginably contentious presidential election, an assault on the U.S. Capitol, and massive disinformation, the urgency and fear of teaching controversial issues have grown exponentially. Although social studies education literature contains abundant scholarship on teaching controversial issues, little has been written about learning to take up this practice. In this article, Judith Pace summarizes essential lessons from her study for teachers wanting to learn to teach controversial issues during these fraught times. These lessons are also useful for those supporting teachers as they learn to do this work.