Throughout the last 50 years, the debate over engaging politics in the college classroom has raged on, sparked in part by the belief that liberal biases saturate scholarship and teaching in universities, which in turn lays the bedrock for the left-wing indoctrination of students. Polarizing and vitriolic debates abound regarding if, when, and how professors should disclose their political stances, whether or not they bear the responsibility to balance their curricular choices, and if and how they should approach teaching controversial issues. Frequently the pedagogical consequence of these debates has been to expunge politics from the classroom: politics are too dangerous, the thinking goes, too divisive for students and professors. In this chapter, the authors argue against this logic, asserting instead that politics indeed have a place in the classroom. Classrooms are rich sites for the discussion of controversial issues in large part because the students who populate them bring with them a diversity of perspectives, ideologies, and experiences. Classrooms can and should be places where students build deep knowledge about important controversies facing the body politic and where they learn how to talk and disagree about political controversies in ways that are inclusive and productive.