First, the term "critical criminology" is misleading because it sometimes creates the impression that antagonistic theoretical perspectives are similar. Second, the student audience in different criminology degree programs are profiled to include the different teaching problems which those students present to the professors. Third, the available textbooks and their suitability for use at different course levels are examined. Fourth, a particular teaching strategy to deal with various teaching situations is reviewed along with the suggestion that an interactive, comparative teaching model might be the best method when teaching controversial perspectives. 6 footnotes and 45 references. For related articles see NCJ 125888-125895. (Author abstract modified)