To the uninitiated, teaching point-of-care ultrasound (POCUS) can seem deceptively straightforward. Simply show the trainee where to place the probe and what to do with the findings. Then, repeat this process until the trainee can do it on their own. However, differences in patient characteristics, clinical contexts, and equipment make learning, and thus teaching POCUS, very challenging. Existing theoretical frameworks and techniques for teaching complex psychomotor skills can help educators navigate the new landscape and avoid common pitfalls. In this chapter, we will review the educational principles, theories, and processes that underpin POCUS training across the spectrum of medical education, from undergraduate to postgraduate and continued professional development. We will also provide suggestions for navigating common challenges, including adapting teaching for various objectives, outcomes, group sizes, trainee levels, training environments, and new educational technologies.