This article will review the issues surrounding the use of humor as an informal teaching method in higher education lecturing. The impact and usefulness of humor, from both a teacher's and a student's perspective, will be investigated. The aim is to classify the challenges and limitations of using humor in classrooms and to investigate and categorize the strategies that have been put into practice in order to approach humor in lecturing. This could serve as a set of guidelines on if/how humor can be used to improve the overall learning experience in classrooms.