Advocacy and interest groups routinely make fantastic and shocking claims in an effort to motivate the public to respond to what these groups perceive to be important but neglected social problems and/or incipient “crises.” When closer scrutiny impeaches these claims, these groups lose a measure of credibility, and the general public grows increasingly cynical of them and of the social sciences whose data and research presumably support the claim. Similar temptations and dangers may face sociology. I raise the possibility that the teaching of discredited findings and discoveries and the use of gimmicks that challenge conventional wisdom and common sense may turn our students off and trigger the same distrust and cynicism engendered by advocacy groups. Ironically, giving in to the temptation to shock and surprise rather than to inform and enlighten may foreclose the very real opportunities that exist for engaging our students and the public in the enterprise of sociology.