In 2006 and 2007, two workshops on teaching work-family courses were held at the annual meetings of the American Sociological Association. This article examines the current challenges and strategies of teaching work-family, as identified by workshop participants, and the resources that are available through the Sloan Work and Family Research Network. Three concerns are considered: pedagogy, curriculum and programming. Analysis of syllabi, course catalogues, and teaching activities reveal that work-family scholars are making innovative contributions to teaching, but work-family has yet to have a firm position in the undergraduate curriculum. We argue that increasing undergraduate's exposure to work-family concerns is one of the most significant challenges--and potential contributions--for work-family scholars to address. (Contains 2 tables and 2 footnotes.)