Fifty-five teacher candidates explained their ideas about the purpose of education, controversy, and balanced instruction. In a quarter-long course that focused on effective teaching methods, these future teachers experienced a civic engagement project based on Socratic discussion about the Pledge of Allegiance. This qualitative study argues that preparing new teachers for thoughtful citizenship can go beyond mastering content knowledge and should emphasize skills and attitudes that are essential for maintaining and promoting open exchanges of ideas and informed decision making based on reason. Therefore, issues-centered education can provide a framework for socializing new teachers in meaningful learning experiences in and out of classrooms that promote effective citizenship. (Contains 2 figures and 2 tables.)