Science teacher emotions associated with teaching of controversial issues form the theme of this chapter. Emotion theories adopted in the 15 included studies are reviewed first, followed by empirical outcomes related to science teachers’ emotions. Of note, in this theme we find studies that reproduce an emotion/reason dichotomy, which was first introduced in history and definition of emotions in Chap. 1 . The chapter ends with a synopsis of the theme and suggestions for further research into science teachers’ emotions and controversial issues.