Although evolution has long been considered a controversial issue, little effort has been made to ensure that instructional approaches address the controversial nature of the issue. A framework for understanding the nature of controversy and some defining characteristics of controversial issues are provided. In light of this framework evolution is evaluated to address the defining characteristics of the issue that make it controversial. The purpose of this exploratory review of evolution instruction is to identify a range of instructional approaches reported in extant literature and to determine the extent to which each approach is commensurate with teaching evolution as a controversial issue.