Given the prevalence of bullying in schools, it is imperative that preservice secondary science teachers (PSSTs) know how to deal with this issue in the classroom. This is especially important in science, as the content covered in classes can sometimes lead to discussions of race, religion, and sexual orientation, which can be sensitive topics. In this qualitative study, we conducted four focus group interviews in order to examine PSSTs' conceptions of school bullying, their roles as science teachers in relation to bullying, and potential instigative areas within the science curriculum. The research findings indicate that PSSTs are not prepared to effectively deal with classroom bullying and have differing conceptions of what constitutes bullying. In terms of science content, the topics of evolution and genetics surfaced multiple times as instigative topics. When asked what they would do if instigative topics arise in class, the PSSTs were split, with half of them saying they would avoid these topics, while the other half would address them through teaching science as a body of facts. In light of this data, it may be appropriate to include strategies for dealing with instigative topics in preservice science education programs. In addition, there is a need for more research and discussion in this area.