This article addresses the pedagogical choices and the visceral reverberations involved in teaching porn in the university classroom. The author discusses different aims and goals for teaching pornography, as well as the some key pedagogical considerations and options involved in this, drawing on her own experiences teaching porn in Finnish gender and media studies departments since 2005. Because of crucial contextual specificities, pornography in the classroom has different reverberations in a Nordic country than in North America. Paasonen's premise is that, although such regional contexts obviously both vary and matter, the key pedagogical issues and concerns related to teaching porn are less regionally specific. When teaching porn, pedagogical practice becomes a pivotal focus of reflection in outlining what to show, what to tell, how to do it, why, and what can be achieved by doing it.