Long before the Dobbs decision, abortion was a fraught topic in communication classes. Post-Dobbs, the disincentives to discussing abortion intensified as a slew of state legislative actions-imposed restrictions not only on abortion access, but also on anything that might be construed as support for abortion. The purpose with this essay is to begin thinking through the pedagogical implications not only of the Dobbs decision, but of the state laws restricting how abortion is discussed, particularly by those teaching at state institutions. Further, the authors make the case for why professors should be teaching about abortion despite precarity.