When evaluating instructional practices, adolescents (n = 128, ages 14-19) coordinated knowledge of epistemology, fairness, and motivation in their conceptions of procedural justice. Adolescents ranked the fairness and effectiveness of instructional practices differently for controversial and noncontroversial topics. They raised epistemological, moral, and motivational concerns in their justifications but coordinated these issues differently for each science topic. Using prototypical practices as a stimulus, adolescents described how students could practice the scientific method, remember current scientific positions, or invent their own theories and methods. The proportion of adolescents offering different conceptions for each science topic was significantly different from chance, but 50% relied on one conception to evaluate all instructional practices. Adolescents' conceptions reflected their standards for evaluating educational experiences.