Beginning in the late 1990s the authors became convinced that their undergraduate psychology students needed classroom experiences that set the conditions for them to become more engaged with beauty. They recognized the intrinsic importance of beauty to human psychological development, beyond any utilitarian concerns. But they also believed that there were important psychological benefits to be gained by becoming increasingly engaged with beauty. In this paper, the authors briefly describe some of those benefits that have been documented in the psychological research literature in the last decade. This paper primarily outlines a curricular recipe for infusing beauty into an Introduction to Psychology course at the undergraduate collegiate level. The course experientially affirms Winston's argument "that beauty should be one of our core educational values" and aligns itself with Winston's summary of Plato, Schiller, and Danto that as "beauty is a deep human need and not an option for life, then it is surely time for educationalists to rethink its place in the life of the school." The authors did such rethinking, and the results of that curricular contemplation are described in this paper. (Contains 62 notes.)