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The purpose of this case study has been to explore the strategies employed by experienced religious education teachers when teaching potentially controversial issues in male-coded vocational upper secondary programs. The study uses the concepts of safe space and brave space to situate the findings in a broader context. Empirical data was collected through structured classroom observations and supplementary questionnaires filled out by the two teachers who were observed.The results show that the teachers primarily used the strategy of Balancing (presenting multiple perspectives). Strategy choices were influenced by the group dynamics, contextual factors, and the teacher’s personal preferences. The aim was to engage students without contributing to or reinforcing exclusion.The study moreover highlights that teaching strategies are not only intentional tools but are also shaped by how they are perceived by students. Thus, a discrepancy could arise between the teacher's intention and the actual impact of the lesson—linked to whether the classroom was experienced as a safe space or a brave space when the strategy was applied. In addition, a novel strategy, Waiting, was identified and involved the teacher allowing free discussion under supervision. This finding indicates that, at times, choosing not to act can be just as significant as acting when teaching potentially controversial issues. The study thereby illustrates how strategies for addressing controversial topics contribute to students’ opportunities to develop skills in democratic dialogue.