As a teacher, the author is always interested in novel pedagogical methods for presenting complex concepts and material in genetics that interest and engage the students, while helping them understand and recall the lesson. In this article, she describes sock and yarn models that allow students the opportunity to examine the meiotic process in a more dynamic way than by traditional methodologies of presenting this material. The models, which can be used by middle and high school teachers and by college professors, are a helpful instructional strategy that engages the students in the lesson, and enriches and improves their understanding of both nuclear division and (human) cytogenetics. (Contains 12 figures.)