Worldwide crises, including a global pandemic, have exposed deep divisions, democracy's fragility, and humanity's vulnerability. Educators are called upon to help students grapple with these crises and strengthen democracy through teaching controversial issues. How can teachers be prepared for this highly demanding, often avoided set of practices, particularly in contentious times? This exploratory case study examines how preservice teachers, in a citizenship methods course in the divided society of Northern Ireland, were provided by their teacher educator with an adaptable toolkit to safely and pragmatically teach controversial issues. The concept of "adaptive appropriation" explains how preservice teachers took up discussion of controversial issues, adjusting to their teaching contexts and identities.