For educators creating a new course on the geography of food (or perhaps food and agriculture), the options can be overwhelming. The decisions about what topics to cover, which books to assign, and how assignments can be structured might overwhelm all but the most hearty instructors. The topic of food touches on so many other geographic topics--environmental change, sustainability, social justice, public health, international development, public policy, range management, animal welfare, cultural landscapes, sense of place, and more--that it is a ripe choice to illustrate whichever of these topics the teacher chooses. For John Harner, an added incentive is that he has found that his geography of food course, at times, causes profound personal changes in consumption habits. It has been enlightening for students who come to question basic assumptions and views about eating and the production and distribution of food. The goal of this article is to highlight one way to organize a course on the geography of food and discuss activities, topics, and readings that have or have not worked well. Geography teachers can reflect on this experience to assist creating their own class, module, or assignments. Herein, Harner describes how he begins the course and six themes around which he organizes it.