This article discusses what is at stake in teaching works written in "Spanglish" in Spanish departments and what teaching such works might mean for students and the scholarly community at large. This article primarily comes out of the author's experiences teaching "Spanglish" works in Spanish courses at a major research institution during graduate studies and more recently at a private liberal arts college. As an assistant professor, student discussions led Postma to ponder the value of teaching works in "Spanglish." The author began to see that such texts encourage students to consider larger issues of language, culture, and identity, such as the dynamic and contextual nature of language, the politics and power of language choice, and the creative possibilities of negotiating linguistically and culturally in multiple and hybrid, rather than in singular, modes.