Philosophers of education disagree on how the question of the moral status of homosexual acts should be tackled in the classroom. Some argue that the question should be taught as a controversial issue, that we should present rival moral positions as even-handedly as possible; others maintain that we should actively promote the view that homosexual acts are morally legitimate or unproblematic. Here I attempt to resolve this disagreement. In the first part of the article I defend the use of Robert Dearden's epistemic criterion for identifying the questions that should be taught as controversial issues. In the second part I argue that the question of the moral status of homosexual acts does not satisfy this criterion because moral objections to homosexuality are rationally indefensible. I conclude that we ought to affirm the moral legitimacy of homosexual acts in the moral education of children and young people. (Contains 1 note.)