This article describes how the traditional teaching and learning activities over the years have been challenged to be agile--easily adaptable to changing classroom conditions. Despite this new phenomenon, there is a perceived paucity of agile-in-teaching research. Available studies neither focus on the use of agile principles beyond delivering software developmental courses. Research in this area has not provided longitudinal insights into the evolution of agile implementation in teaching and learning. Further, they lack a comprehensive evaluation of teaching and learning activities using agile principles. This article responds using an account of how agile principles guided the delivery of an IT Project Management course to three different student cohorts over three academic years. An evaluation of these activities demonstrates skillful adaptation of the principles to achieve learning outcomes. Implications of agile-in-the-classroom research are discussed.