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Teaching psychoanalytic principles to undergraduates is a rewarding and daunting task. Due to societal biases and current academic trends, students arrive with a variety of implicit fears and wishes with respect to the course content. Syllabus development is a unique challenge because there are no standardized foundational concepts. Course requirements, most notably written assignments, are another facet of course development that each instructor chooses to suit their individual goals. This essay is based on 3 years of teaching a senior seminar on psychoanalysis. Data on 39 student course evaluations is described, analyzed, and discussed. Qualitative and quantitative data on student interest, preferences, and satisfaction are included to support the author's recommendations for student learning and engagement.