In this brief article, I argue that recognition is the key virtue of a hospitable classroom. Whether we are discussing the relationship between the teacher and the student, the student and other students, the student and the subject of study, or the teacher and the subject of study, recognition is the building block to a classroom that welcomes diverse people and ideas--that welcomes "the stranger into the foreign land," and eventually blurs the line between host and guest. Essentially, what does it mean to recognize students? How is recognition central to a pedagogy of hospitality? And, how does recognition inform pedagogical decisions?