As we are now in the 40th year since the publication of the Venture of Islam, there are important and timely questions about the continued pedagogical relevance, usefulness and deployment of Hodgson in the classroom. How and why do we assign Hodgson and how do students assimilate his theories and approaches? Do students find relevance in his work and how do they incorporate his theories into their own? How are instructors using Hodgson's text to support their teaching? Notwithstanding the near universal fear and loathing of Venture of Islam among students at all levels, how do students and teachers really come to terms with Hodgson? Are Hodgson's intentions behind the Venture of Islam being upheld in the classroom? This paper will examine the answers that students and teachers give to these questions. Furthermore, it will consider some of the current approaches to using Hodgson in the classroom with an eye to understanding how the introduction of Hodgson to both graduate and undergraduate students impacts their continued interaction with his work. Through a combination of extensive interviews, surveys and research into Hodgson's own pedagogical approaches, it will attempt to present the state of Hodgson's Venture of Islam in the teaching of Islamicate studies in colleges and universities around the world.