Sociology curricula often house a variety of "hot button" or contentious topics (e.g., race relations, crime and deviance, personal freedoms/choice, gender). While departments may be giving more attention to ensuring that these topics are included in their curriculum, here I argue that we also need to engage students in reflection about their gut reaction to these divisive topics. How students take in the material will affect their ability to successfully meet the learning outcomes throughout their program. This research was guided by past work categorizing student reactions into three categories: resistance, paralysis, and rage. Preliminary results are presented, and a fourth reaction, paralysis by proxy, is also proposed. Last is a discussion of how we as educators can integrate research on student reactions into course design/implementation, thus setting students up for success.