Teaching literary analysis invariably includes learning activities involving reading, deciphering, and applying theory to a text understudy. For many undergraduate and dual- or cross-enrolled students, this activity is no small feat. Rather than tossing critical theory to the wayside as "too tough," we persevere! This session seeks presentations from educators who have had varying degrees of success bringing critical theory into their humanities courses. In order to render accessible to students the complex and insightful ideas sandwiched within the academic jargon of critical theory, how are we translating the rigor into palpable bites? In other words, what means of scaffolding, elements of Universal Design, and other effective teaching practices can be employed to aid and increase student engagement with and the application of critical theory in undergraduate and dual enrollment classrooms? Topics might include examples from one's own professional practice, theoretical interventions, and/or assessments of existing strategies.