The present study is an attempt to perform the extended inquiry into the teacher’s role in the issues-centered social studies classroom discussion. As is the case in all instructional contexts, the interactional relationships between teacher and student and among students themselves have extraordinary importance in social studies classroom discussions. It even can be declared that those are the key determinants of attaining desired goals. Since the act of teaching by teacher is built in the very concept of education, many customarily presuppose, when it comes to teaching or instruction, certain modes and processes. In the context of classroom discussion on the controversial issues in the social studies, however, quite distinctive teacher-student relationships have been explored and recommended. The neutral teacher model by Stenhouse and committed impartiality concept by Kelly are good examples of them. With respect to these two teacher models, scholars have tended to characterize them as mutually contrasting and competing, while giving more educational credit to the Kelly’s preference. Paying special attention to this point, this study intends to suggest that there is both intellectual and practical reasons to reconceptualize the relationship between the two. In other words, I argue that those two teacher models should be conceptualized as supplementary rather than confrontational.