In responding to Hartley (2011), this paper considers his concluding remarks as recommendations for the future of teaching undergraduate psychology and challenges the position that the teaching of psychology hasn't altered vastly during the last 50 years. In doing so, it is acknowledged that the content and delivery of higher education psychology is externally constrained, but argues that departments have flexibility to innovate, excite and enthuse students whilst aligning teaching practices and assessment with employability skills. Further the article is positioned against the backdrop of rapid changes and challenges facing the sector.