Teaching psychoanalytic theory to undergraduates is hampered by many contemporary biases, including the reputation of Freud as a remote and disapproving patriarch. One way to undo this corrosive image when teaching undergraduates is not to deemphasize Freud but to embrace the parts of Freud's work that are revolutionary, creative, witty, and entertaining. Historical context can help students identify with the young, iconoclastic Freud and therefore increase their openness to Freudian ideas. Examples of teaching practices and students' responses are provided.