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How do we teach undergraduate students to think ethnographically, to recognize something as ethnographic and not just as qualitative? Importantly, how do we do so not in the field, where students might learn by doing their own research, but in the static classroom? One approach is to have students cultivate a concept, awareness, and practice of an ethnographic sensibility, that is, of a sense of the ethnographic as the lived expectations, complexities, contradictions, possibilities, and ground of any given cultural group. Such a view opens up an understanding of ethnography and ethnographic research as more than available qualitative methods. Instead, it takes an ethnographic approach to be an epistemological one. Yet, how might we do this? In this article, I discuss my pedagogical strategies for teaching students an ethnographic sensibility without having them conduct fieldwork. I argue that it is both possible and valuable to generate an ethnographic sensibility in the classroom.