The college classroom is both an intimate and an alien environment. Most professors have an intimate knowledge of what they do in their own classrooms while possessing very little knowledge of what other professors, even at their own institution, do in their classrooms. Each year, faculty in political science departments construct their courses making decisions regarding pedagogical techniques and tools with little knowledge of what is commonly done across the profession. This paper presents the results of a national survey detailing the frequency with which various pedagogical techniques and tools are used by political science professors in introductory-level and upper division courses. In addition, this paper offers some explanation for these differences by looking at how professional training, current professional situation, and other personal characteristics influence the pedagogical choices of political scientists. We find that current professional situation and personal characteristics have a small influence on pedagogical choices leaving faculty wide latitude for individual choice in their pedagogy. (Contains 3 figures, 11 tables, and 10 notes.)