STSE is the acronym for Science, Technology, Society and Environment and is a widely accepted pedagogical practice (Pedretti and Nazir, 2011). One of the first mentions of STSE was 40 years ago, when Jim Gallagher wrote in Science Education (1971), "For future citizens in a democratic society, understanding the interrelationships of science, technology and society may be as important as understanding the concepts and processes of science” (p. 337). Within the last few decades, STSE has rooted in education because of a number of factors  including and increased attention towards science and social responsibility and the need to humanize science (Pedretti and Nazir, 2011). STSE in the classroom can develop students who are critical thinkers who are able to effectively make decisions (Ayyavoo, 2013). Studies that look at STSE education within the classroom have come up conflicting. One study in particular completed by Erminia G. Pedretti , Larry Bencze, Jim Hewitt, Lisa Romkey and Ashifa Jivraj looked at teacher candidates and their perception of STSE within the classroom. Many teacher candidates thought that STSE would be motivational and beneficial, however were hesitant to teach STSE perspectives in their first years of teaching because of issues such as "control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents" (Pedretti et al. 2008).  Although there are benefits and pitfalls associated with teaching from the STSE perspective, I believe that it is an important perspective to introduce students to. By incorporating STSE into lessons, I think that students can get a more well-rounded understanding of content within the curriculum.