Those wishing to teach Chicano literature face many obstacles: administrative indifference or hostility, cutbacks in courses perceived as "academic luxuries," and pragmatism of students who see Chicano literature courses as too esoteric. Acceptance as an integral part of the regular curriculum is still at stake. Chicano literature exists marginally in academic contexts and has to justify its usefulness as a viable field to teach and study. Some teachers claim students feel intimidated by the unsettling issues Chicano courses frequently raise. However, students can experience social history and a writer's perspective on life from a Chicano point of view through this literatue. Since pedagogically sound courses last longer and are harder to eliminate from the curriculum, teachers should organize courses in an efficient manner. Teachers of Chicano literature courses should provide a syllabus, go over literary terms to be used, integrate lectures with student involvement, provide a detailed history of Chicano literature, use visual aids, give students a library tour (to acquaint them with facilities and encourage them to do research), hand out specific guidelines on writing research papers, invite authors to lecture to the class, encourage after-class student participation, and, before exams, furnish students with an outline of material covered. (MH)