Although a range of authors have argued for the inclusion of swearing and taboo language in EFL/ESL curriculums (see Mercury, 1995; Horan, 2013; Holster, 2005; Liyanage, Walker, Bartlett, & Guo, 2015; Finn, 2017), to the best of my knowledge, no research has investigated how this could be done in a professional and pedagogically sound manner. With this in mind, the purpose of this article is threefold. First, to present a range of arguments as to why swearing, (potentially) offensive, and taboo language (SOTL) should be covered in English as a Second Language (ESL) and English as a Foreign Language (EFL) classes. Second, to report on key findings from an action research project I conducted in 4 separate adult EFL classes in Seoul, South Korea aimed at developing an effective strategy for teaching students about SOTL in English. And third, to offer a range of considerations and ideas teachers should bear in mind if they choose to broach this somewhat sensitive subject matter in their English classes.