Teachers are encouraged to critically evaluate their philosophy of teaching and to help students recognize and examine their implicit ideas about education as well. This critical evaluation entails examining assumptions about teaching and learning, investigating the implications that follow from those assumptions, and considering alternative ideas about teaching and learning that might better fit educational objectives and practices. A four-step process is suggested that may help facilitate this form of critical analysis, attenuate any clashes of teaching philosophies that might take place between teachers and students, and reduce the unwanted compromises that often ensue. (Contains 3 tables.)