This article describes the process taken by members of a seminar course on radical geography in a primarily quantitative geography department. This course was taught during tumultuous times necessitating the need to explore radical topics and abstract conceptualizations of space and place. We offer our experiences and lessons learned while teaching this vital course. Hopefully, this information will be useful to those considering doing the same and serves as a starting point for academics in those departments who might otherwise reject "radical" topics and methodologies.