Many educators lament the UNESCO study showing that by the time the average teen graduates from high school he or she has spent more than fifteen thousand hours watching television and only eleven thousand in the classroom (Gorebel, 1998). Rather than regretting this "condition," colleges, universities, and educators of adults and children should recognize it as an opportunity. More than ever, educators can successfully incorporate media studies into existing courses and curricula and utilize this general experience of their student populations. Perhaps no show lends itself more to such an academic endeavor than the Fox network's mega-hit "The Simpsons." Year after year, "The Simpsons" extends its reign as the longest running U.S. sitcom and the longest running U.S. animated television program of all time (McAllister, n.d.). It also is a cultural, economic, and global reference. "The Simpsons" can go beyond its extremely entertaining two-dimensional depictions to address critical and sophisticated issues often introduced and presented in the college classroom. This chapter discusses how the authors successfully used "The Simpsons" to present and critique various concepts normally found in traditional undergraduate Humanities courses.