<p>In contemporary U.S. society, the perception of the nature of science varies, ranging from the view that it is a neutral practice to one that positions science as constantly shifting and informed by oppressive dynamics. Within these differences, there are scrutinized subject matters such as those pertaining to sex, sexual reproduction, and gender (SSRG), which are commonplace in many undergraduate biology curricula. Using a multiple-site, embedded case study design, this research examined how biology instructors at the postsecondary level conceptualized science and SSRG topics, together with how students responded to their teaching. Informed by interviews with students and the instructors themselves, findings brought to light three different categories of instruction, those who: 1) explicitly communicated to students that science is not a neutral practice and spoke about SSRG topics in expansive ways that reflected the complex relationship between science and society; 2) perceived the nature of science as constantly evolving, but without explicitly articulating connections to sociocultural influences; 3) appeared to hold non-neutral and complex views about both science and SSRG topics, but communicated their frames in muted and implicit ways because they navigated complicated teaching contexts.</p>