The growing sociology of International Relations literature systematically investigates the discipline’s organization and inner structuring. Making the academic field cognizant of its own institutional and intellectual configurations, the literature today empowers scholars to engage critically with the analytical, geocultural, and political lenses through which International Relations explains world politics. This contribution notwithstanding, there is a continuing focus in the literature on leading (flagship) publications as indicators of intellectual proclivities, and on International Relations scholars as their only relevant audiences. This article challenges this focus and expands the sociology of International Relations literature’s scope of analysis. Making the case for an inquiry into classroom socialization practices, it maps the paradigmatic, geocultural, gendered, and historical perspectives taught to students in the case of 23 American and European International Relations graduate programs. Pointing to differences between the instructed and the published discipline, the article shows how the instructed discipline is governed and constrained by different kinds of intellectual parochialisms. Problematizing the educative functions of these, it advocates a more self-reflexive understanding of International Relations teaching (a domain in which scholars have greater agency) and the enactment of a critical pedagogy of international studies.