This study investigated the approaches and attitudes of Christian school teachers as they addressed controversial issues in moral education. Thirteen teachers from four schools were interviewed extensively. A hermeneutic phenomenological methodology was implemented. Participants conveyed that they attempted to remain pedagogically neutral in matters relating to denominational differences among Christian churches. While acknowledging that indoctrinative techniques may alienate students, teachers chose to indoctrinate selectively, especially in matters critical to the Christian faith. Issues impacting the classrooms included abortion, sex, doctrine, homosexuality, evolution, etc. Teachers rarely chose to remain neutral on controversial issues unless by doing so they sensed that they would undermine parental authority or a particular Christian church’s denominational doctrine.