Over the years, scholarly debate regarding the teaching of international law at undergraduate level has centered on various concerns. A variety of teaching methods have been examined: scholars have explored the suitability of less-traditional teaching methods, such as moot courts, simulations and debates, and the use of student learning teams, amongst others. More recently, responding to the demands of the information age, scholars have discussed the use of hybrid and blended teaching methods in international law. In addition, the perspective from which international law should be taught has been debated: some scholars advocate that international law should be taught from the perspective of the municipal legal system (or transnationally); others argue that it should be taught as purely international. Being new to the teaching of international law, I have read with great interest and excitement the contributions on international law teaching methods and the debate around the perspective from which international law should be taught. With this article I should like to add my thoughts on the issue of why law students experience difficulties with the subject of international law - more so than with other law subjects. I think this problem is central to the debate on how the teaching of international law should be approached.