This paper identifies some personal priorities in teaching economic geography. The author places the economy relationally regarding social, cultural and political dimensions of life; she clarifies different modes of geographic inquiry-geographies; and she taps the breadth of economic geography by including a wide range of substantive topics. She discusses internal differentiation regarding substantive topics and modes of geographic inquiry as an asset, offering ground for cross-fertilization of ideas. The course is demanding, and this is appreciated by most, but not all, students. From the author's vantage point, the course both informs and is informed by her research-stimulating experience. (Contains 5 notes.)