This study reports one investigation to better understand teachers' perspectives about teaching Science, Technology, and Society (STS). The study examined five teachers' perceptions of STS topics taught or not taught in their local schools. These teachers completed a summer workshop or an academic year class on STS. The curricula in the two STS inservice educational experiences were very similar, and interpretive research strategies were used to describe and interpret the teachers' classroom practices of infusing STS into the science curriculum. Two principal assertions related the teachers' perspectives on job security to their STS curricular decisions and the teachers' perceptions as outsiders to increasing conformity to what they perceived to be the school's local culture and decreased teaching of controversial issues. Findings suggest that teacher education experiences must include opportunities for practitioners to consider the impact of their beliefs concerning their local school cultures on their STS teaching practices. Included are the five teachers' responses to an opinionnaire. (Contains 46 references.) (Author/DDR)