The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take–with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to inter- and multidisciplin-ary ways of working. Much has been written about the theories and methodsappropriate to this wide-rangingfield, not least in the pages of Time & Society which has championed integrative approaches in particular. To our knowledge,however, very little has been made available about the specific pedagogies that time scholars have developed for university students and new scholars begin-ning their studies in this complex and definition-defying area of research. How do we go about teaching time?