Empirical methods to evaluate undergraduate pedagogy have become quite common in the field of composition studies. Reflection on and evaluation of graduate pedagogy in the field is much less common, however. In this article, the authors suggest that scholars in the field endeavor to develop pedagogical methods for graduate education, while also proposing one such pedagogical approach. The first author developed an approach for the graduate course History and Theories of Composition using an adaptation of Teaching for Transfer pedagogy. With the help of his graduate student co-authors and with interviews from experienced graduate instructors and additional graduate students, the research team further developed this pedagogy to be more effectively applied to graduate courses in composition studies. We believe this approach may be one among many to use, and we encourage other scholars to further develop this method and to develop alternatives.