The author has explored the pedagogical possibilities of exploring doubt and ambiguity in graduate seminars in feminist pedagogy and teaching methods that she has been responsible for leading in several large public university settings. In these settings, faculty instituted the seminars in the graduate curriculum because they recognized the particular challenges graduate students face in teaching openly political and controversial topics for the first time while simultaneously developing their pedagogical skills, attending seminars, and balancing multiple and sometimes conflicting roles as instructors and learners. Having taught in various capacities as graduate teaching assistant (GTA), the author approached the seminars with two general goals in mind: first, to introduce and explore some of the pressing tactical issues facing entering GTAs that she had experienced, observed, or learned. This article explores the second essential goal, which is to render visible teaching politics and ambiguities, the tensions between teaching ideals and practicalities, the contextually-specific forces that shape classroom dynamic--both in the courses GTAs led and in their own seminar--and the contingent nature of knowledge production in classroom settings. To foreground political and contextually-specific elements of teaching and heighten GTA's attention to these processes in their own classrooms, the author developed a document entitled "The "Other" Syllabus." Part theory, part tool, part course overview, The Other Syllabus was designed to pair with the "conventional" class syllabus--the norm, the center, the syllabus against which the Other is constructed. Here, the author focuses on overarching themes and goals of The Other Syllabus to demonstrate some of its conceptual undercurrents and features potentially useful for other contexts: form, surface compliance, teaching evaluations, and hidden curriculum. (Contains 4 notes.)