Teaching critical thinking skills has become an important part of 21st century education. The development of internet and social media with their potential for manipulation has made critical and reflective thinking crucial. Teaching about controversial issues is an effective way to promote these skills. The EFL (English as a Foreign Language) classroom, in particular, is well suited to doing this. One possible means to foster young peoples critical thinking skills is YAL (Young Adult Literature). Pupils can easily identify with its characters and their perspectives. Hence, working with YAL can reduce prejudice and increase emotional awareness. In order to get insight into current teaching practices, this thesis will examine Austrian secondary school EFL teachers perspectives on addressing controversial issues by using YAL. My study is based on the following 3 research questions: What are Austrian secondary school teachers attitudes towards dealing with controversial topics in the EFL classroom? How do they address controversial topics in their teaching? What do they think about using YAL to address controversial topics? To answer them, I conducted 8 in-depth, semi-structured interviews with English teachers. The findings show that teachers consider controversial issues as being important for the EFL classroom. In terms of methods to address these, they report using various approaches, including working with internet sources and social media. With regard to YAL, the findings reveal diverse opinions. While some teachers believe that literature should be read mainly for entertainment, others use YAL to convey messages and to provide a basis for discussions. Yet, all teachers agree that sensitivity, empathy and a harmonious teacher-pupil relationship are required when addressing controversial issues.