This panel will provide an active discussion on student learning outcomes, strategies, and results related to teaching pre-modern women’s health in the current American political climate. As there is an increased attack on various aspect of women’s health, much of the rhetoric speaks to a desire to “return to how things were in the past” while also limiting the influence of “liberal educators” on modern social issues. This panel will address how teaching pre-modern women’s health can actively work to challenge these modern political tactics. First, panelists will explain how they structure various topics on women’s health as key themes in their classrooms. Through providing examples of student learning outcomes and strategies, panelists will highlight how they let the history speak for itself directly to the students. This in turn allows students to be active participants in how they make connections between views of the past and their own current perspectives; thus, challenging the “professor as liberal indoctrinator” rhetorical label. Second, the panelists will highlight key findings presented in exploring pre-modern women’s health that challenge current misconceptions about how women’s health was viewed and treated. By providing examples of equality in infertility, clear knowledge on providing abortions, and societal views on women who have miscarriages, it is clear the idea that women’s health restrictions now do not always align with views from the past or not in the ways we think; thus, dispelling the “returning to how things were in the past” myth or that we are more “advanced” in our views. The panel, therefore, will provide participants with tools to teach this current divisive topic in their classrooms to meet the needs of covering these important topics, but doing so in a manner that reduces the potential of sparking discord amongst students or challenges from/with administration. We see this panel as especially helpful for educators who teach broad-survey courses, gender focused-courses, and are in non-tenured positions. We will offer plenty of time for questions/answers and conversation in this panel to encourage greater exchange of ideas and concerns related to the pedagogical discussion. The panelists are all contributing to a hopeful upcoming publication on this topic: Reproductive Justice after Roe: Lessons from the Premodern Classroom, edited by Maeve Callan, Emma Maggie Solberg, and Valerie Traub, Medieval Institute’s “Premodern Transgressive Literatures” series.