Despite originating in a movement that sought to integrate the two, knowledge about the policy process and knowledge about how to teach public policy has largely evolved separately. As a discipline, we have privileged policy studies research over systematic inquiry into the best ways to transmit this knowledge to a wide range of academic and professional audiences. Yet, teaching and training are a core professional component of many policy scholars’ work, especially for those based in universities. This chapter introduces the aims and content of the first Handbook of Teaching Public Policy. It begins by briefly charting the changing place of teaching in the discipline before setting out the main objectives underpinning the book and finally briefly summarising the chapters.