It is the purpose of this paper to describe and analyze the "moral content" of six preservice science "methods" textbooks. Six recently published textbooks, including both elementary and secondary levels, were examined by way of a method which attempted to identify those text segments with "explicit moral guidance." The paper reports on the degrees of "moral avoidance" or "moral confrontation" found in this selection of sources. Overall, the texts were highly variable. One text suggested the teachers should use controversies in instruction, yet warned the teacher against the imposition of any moral stance upon the students. Toward the other end of the spectrum, another methods text encouraged conscious moral development in both teacher and student and embraced the teacher's role in moral education specifically. Implications of these results for science educators are discussed. Finally, the need for contributions toward improving "moral content analysis" is discussed. (Author)