This study was conducted to determine the challenges and coping practices of 21st-Century social science teachers in teaching current and controversial issues in terms of teaching and learning resources, learners’ diversity, social media, and information, dealing with controversial issues, and administrative support, and the level of coping practices. The study utilized the descriptive method to prove the relationship of the challenges and coping practices of 21st-century social science teachers in teaching current and controversial issues in Secondary School in Santa Cruz, Laguna. Questionnaire was used in gathering the data needed supplemented by an unstructured interview with the respondents