Social studies is by virtue opaque, unwieldly, and rarely neutral. It challenges convention and conventional thought and action. Embedding controversy into social studies instruction allows students to think deeply, critically, and passionately. Yet controversy is fraught with philosophical and pedagogical hurdles that often limit its use. Thus, the controversy over controversy in the social studies classroom. While recognizing that such hurdles exist, this article argues that, if approached with both fidelity and care, controversy can provide a platform for engaged and engaging social studies teaching and learning.