<p><?tk 3?>Should instructors withhold or disclose their personal perspectives on the controversial moral and political issues they teach? In this paper, I consider the pedagogical advantages and disadvantages of both approaches and contend that, overall, instructors disclosing their personal views will typically do more harm than good to the student learning experience. While some maintain that disclosing one’s views can foster honesty, transparency, or model respectful disagreement, I argue that the risks—such as stifling critical thinking, discouraging open discussion, or alienating students—typically outweigh these potential benefits. I contend that, by default, instructors should withhold their personal perspectives when teaching controversial moral and political issues. I address two important objections to my position. The first objection holds that withholding one’s views isn’t practically feasible. The second objection holds that, even if withholding were practically feasible, it wouldn’t be pedagogically desirable. Both objections lend support to instructor disclosure; however, I argue that neither objection succeeds.</p>