In this chapter, we examine the connections between education, teaching, learning, and indoctrination. In order to teach, one must aim at learning and this goal must be achievable by the learner. However, it is possible to teach unsuccessfully, as well as to be successful in teaching something that is false, irrational or morally reprehensible. In other words, teaching is not inherently good or worthwhile. One example of bad teaching is indoctrination. While there are various definitions of indoctrination, the outcome criterion is the most plausible; indoctrination occurs when learners are taught to believe contrary to or apart from evidence or justification. Because rational believing is so valuable, indoctrination is a moral wrong that should be avoided. We critically examine what an education for rationality or rational autonomy might mean when we consider rationality as an aim of education. We return to the concept of indoctrination and its application in the real world by exploring the issue of faith schooling. We find that, while some philosophers argue for the abolition of faith schools on the basis that they are indoctrinatory, others who acknowledge the indoctrinatory nature of these schools nevertheless maintain that prohibition may be self-defeating or even harmful.