The GeT Student Learning Objectives (SLOs) assert that non-Euclidean geometry is an essential component of a GeT course. We recognize that GeT instructors may have different levels of knowledge of and experience with non-Euclidean geometry, and that the subject can be daunting. In this seminar, we discuss concrete ways for instructors to incorporate non-Euclidean geometry into their GeT courses. We focus on three different non-Euclidean geometries: taxicab, hyperbolic, and spherical geometry, each offering both different affordances and potential pitfalls. We offer ways to get started with non-Euclidean models for instructors who haven’t used them at all in the past, including stand-alone activities that could be included in an existing course without requiring significant changes in the overall course structure. However, non-Euclidean models also support the other SLOs in multiple ways, and we argue that infusing them throughout a GeT course supports a deeper understanding of geometry. As time permits, we will also offer suggestions of ways that an instructor could move in that direction with deeper dives into these models.