The aim of this paper is to explore the relationship of Finno-Ugric studies and language teaching: What can the Finno-Ugric inheritance or relatedness mean in the practice of teaching and learning Finno-Ugric languages as a second or foreign language? Beyond the background knowledge which is typically incorporated in the academic teaching of the Finno-Ugric languages, questions of the history and relatedness of these languages may surface in connection with two aspects. First, the teaching of the rich and complex morphology and, in particular, morphophonology might profit from excursions into the (pre)history of the language. Second, Finno-Ugric languages are often “othered”, seen as “something different” and contrasted with major (Indo-)European languages. This fact, although it may play a crucial role for the recruitment and motivation of the students, has – like aspects of identity in general – often been ignored in the study of language teaching.