Classroom discussions and deliberations on public issues stand at the core of civic education. Recent research has made a strong case for the potency of these approaches in teaching social studies. Students benefit by learning about argumentation and evidence use, examining their own thinking about an issue, listening to others, and developing experience in speaking to those with whom they disagree--all essential skills for citizenship education. Yet succeeding in this complex work requires educators to help students become aware of nuances and complexities that might otherwise be taken for granted. The authors draw on data from a year long study (2015-2016) of deliberations on immigration and Internet privacy that was conducted in four secondary social studies classrooms in three different high schools in the Midwest: one urban with a large majority of non-white students in a low socioeconomic neighborhood; a second located near a midsize postindustrial city with a diverse, yet mostly white and middle-class student body; and a third in an affluent suburb with mostly white students. The authors share lessons learned from these deliberations.