This chapter proposes a framework for decolonizing the Russian Studies curriculum by starting with the nineteenth-century literary survey course, which has historically been a hallmark of undergraduate programs across North America. Instead of its usual focus on nineteenth-century Realism, today’s nineteenth-century survey course should be pluralistic by including the writings of non-ethnic Russians living under imperial rule. Course readings, discussions, and assignments can challenge students and instructors alike to confront the history of Russian expansionism, the practices of resistance among writers and cultural figures, and thus create new analytical frameworks to study the production and representation of race, gender, class, dis(ability), ethnicity, and belonging in works of literature. No less important, we argue, is offering students the opportunity to draw connections between the past and present and to foster critical conversations on the histories of settler colonialism in North America and the Russian Empire. After providing a theoretical framework for decolonizing the nineteenth-century survey course, this chapter then outlines a sample syllabus with accompanying capstone activities that integrate insights from contemporary podcasts to help foster critical discussions in the classroom.