The design of a methods course offered at Georgia State University to prepare social studies teachers for dealing with controversial issues in the middle school or secondary social studies classroom is presented. The course focuses on identification, selection, an analysis of an issue as well as the requirement that the student develop some method of transfer of the process used in class to the middle school or secondary social studies classroom setting. The outline of the course covers rationale building, teaching concepts, topic selection by students, topic development, and culmination of the course. An additional section discusses results of a survey conducted to determine the effects of the course on students. Student responses to questions concerning their competency and willingness to teach controversial issues is compared with results of other research studies. Findings indicate students supported the course. Tables of survey data are included. Appendices contain a course syllabus, bibliography, possible controversial topics, tentative outlines, sources, rules for handling controversy, and a sample activity. (LP)