The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.