In this qualitative study, the authors first explore the "sense making" of Emma, a former high school teacher (and co-author of this study), with regard to discussion of issues around race that became controversial in her social studies classroom. Her student population comprised predominantly white, rural, socioeconomically disadvantaged students, many of whom expressed racist views--on both "open" and "closed" issues--either privately with her or in classroom discussions. In the findings, the authors discuss Emma's views on teaching controversial issues, disclosure of personal viewpoints on controversial issues, the definition of "controversial issues," the importance of building strong relationships with students before approaching controversial issues, and how to plan for controversial issues discussion. The findings have potential implications for social studies educators in teacher education programs who seek to prepare their preservice teachers for potential controversial issues surrounding race that may come up in their future classrooms. (Contains 1 figure and 2 notes.)