This chapter focuses upon the conceptual development and implementation of a socioscientific issues (SSI) curriculum in two high school science classrooms. The scenarios and perspectives described in this chapter exemplify fundamental examples of best practices in the SSI tradition. Teachers enter the science education program at the University of South Florida for several reasons, including satisfaction of certification requirements and job performance improvement. As expected, students in master and doctoral programs enter the science education programs with differing personal views about education in general, and science teaching in particular. A look at these differences and their effects on teaching are explored.