PURPOSE: To discuss instruction of graduate stuttering courses with a particular focus on contemporary issues such as the pseudostuttering, counting stuttering, and engaging with materials within the classroom and in clinical practice. METHODS: At a panel discussion at the World Stuttering and Cluttering Organization Congress in May 2024, attendees submitted their questions to a panel of experts in stuttering pedagogy. To document and continue the discussion, each expert responded in turn to the most frequently asked questions. RESULTS: While the included experts frame key learning activities differently within their respective courses, each takes care to center lived experiences of people who stutter and contextualize learning activities within their clinical purposes. CONCLUSIONS: The pedagogical insights shared in this discussion offer guidance to instructors of stuttering courses to equip students with tools to assess, treat, and counsel their clients who stutter from a humanistic approach.