Despite efforts made over the past few years to improve upon the way introductory economics is taught, these efforts have unfortunately done very little to change student perception of economics as a dry, difficult and boring subject. Since the introductory economics course for many nonmajors may be their only economics course in college, it is incumbent upon those who teach the course to leave a lasting impression of it as a relevant, interesting, and exciting subject to learn. One alternative teaching technique that holds great promise in addressing the negative reputation of economics is humor. Until recently, the use of humor as an alternative teaching technique was shunned and held in disrepute especially in such "dread" courses as economics. Today, the current literature on teaching and learning clearly indicates that the tables have turned and the use of humor as a viable pedagogical approach is on the rise in almost every discipline. The primary goal of this paper is to discuss the vital role of humor as a transformational teaching technique in the introductory economic course. Specifically, the paper discusses the teaching and learning benefits of humor, the appropriate use of humor and some practical suggestions on how economics instructors can incorporate humor into their teaching.