Integrating C-SPAN coverage into a traditional course provides some unique opportunities and burdens. On the opportunity side, the ability to see the subject matter relatively directly sparks interest, verifies class material and allows for some creative activities not possible using traditional resources. On the more negative side, the approaches outlined in this paper do not necessarily make teaching easier. Since faculty seldom have the opportunity to become C-SPAN “junkies” watching all the coverage, students will bring questions and examples to class which challenge the instructor more than the material stimulated by contact with traditional written sources. In evaluating many of the exercises, the instructor will have to rely on the student's interpretation and the quality of data selection and analysis. Grading will more often be based on how well the student makes his case, rather than the instructor knowing the contours of what the student should conclude ahead of time.