Teaching '68 presents pedagogical challenges far greater than assembling a set of workable classroom materials. Divisive controversies that were the hallmark of the time--e.g., the debate over the nature and appropriate use of violence--are with us still, though in a somewhat different form. Further, the instructor's own politics and positionality can hardly be ignored--as they will certainly not be overlooked by our students. Additionally, this essay argues that fundamental terms (such as who qualifies as a '68er) remain problematic; that the instrumentalization of the Holocaust by the German New Left continues to affect political decisions down to the present; that our investment as teachers in poststructuralist literary theory may--perhaps inadvertently--affect the way we view and therefore teach '68; and, finally, that there is a pressing need, despite a recent explosion in Germany of publications celebrating the fortieth anniversary of '68, for a didacticized reader designed for the North American German Studies classroom.