Academics have been slow to respond to the need for experts in object-oriented technology and have generally responded by treating the new technology as an addendum to conventional curricula, either through special advanced courses or as final topics in existing courses. A much more radical integration with the curriculum is needed to ensure that the fundamental notions of object-oriented programming become ingrained in the thought processes of next generation students. This article describes how Carleton University made this radical change by switching to Small-talk as the primary pedagogic language.