This paper questions the perceived divide between "science" subject matter and "moral" or "ethical" subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be "special treatment" given to certain issues which are of an ethical or moral nature and which are "brought into" the science class. The case is made in this article that dealing with ethical issues in the science class should "not" call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the "educative" development of learners is both scientific "and" moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students.