Though scholarship has long championed the positive impacts of classroom considerations of controversial or difficult issues, teachers have often hesitated to broach divisive topics for numerous reasons, including legislation purporting to limit controversy in classrooms and, often, that they had limited or no preparation to teach controversies, especially not politically contentious sociopolitical contexts. I worked with a research team to use a mixed-reality teaching simulation of a controversial issue discussion as a low-stakes learning context for developing skills for collective pedagogical reasoning. The teaching simulation centered on "Dobbs v. Jackson," the 2022 Supreme Court decision that overturned "Roe v. Wade" and eliminated a constitutional right to abortion. This article presents a qualitative case study of one participating preservice social studies teacher, Cristina. In it, I trace Cristina's participation in my class and the teaching simulation through her decisions to teach about abortion in her middle school student teaching placement the following semester. Findings suggest that the teaching simulation played an important role in her professional development and learning, facilitating her efforts to discuss abortion in a state with bans on abortion and teaching divisive concepts.