Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school's moral education classroom. Drawing on student interviews, this study found that, similar to democratic countries, students were afforded few occasions for doubt and reflective thought due to habits of dualistic thinking, traditions within curriculum and instruction, and parental roles in moral upbringing.