This article draws upon the author's experiences with designing and teaching a lower-level undergraduate course, Geography and Gender. It is proposed that there is a relative lack of resources available for conducting geography courses on gender, feminism, and/or sexuality and as such, this article addresses issues of text selection, course format, and evaluation measures. This consideration of course format is interwoven with a look at the challenges and, at times, discomforts of incorporating feminist pedagogies and open-ended discussions in the undergraduate classroom in order to teach gendered and sexed geographies. (Contains 4 notes.)