What challenges do political science educators face teaching in the Hispanic-serving classroom? How do they adapt their teaching styles and strategies when confronting these challenges? This preliminary study explores these and related questions through a survey conducted of political science instructors at colleges and universities across Texas. The answers to these questions are important for both pedagogical and policy reasons. There is a growing body of literature focused on the scholarship of teaching and learning in political science to which this study contributes. In addition, findings from this research may help to develop policy recommendations in the area of Hispanic and minority education. Many have predicted a sharp increase in the number of Hispanics attending postsecondary schools. In addition, education researchers have argued that our educational institutions have failed the minority communities (Justiz, Wilson, and Bjork 1994). In this article, we provide a brief overview of the state of the demographics of Hispanic education, a summary of past research, a description of the survey instrument, and an analysis of the findings. We conclude with some avenues for further research. (Contains 4 tables and 5 notes.)