In recent years, a growing demand by educators, governments, and the community for the teaching of values in public schools has led to the implementation of values education. As acknowledged by the 2010 Living Skills Values Education Program, values education is an essential part of schooling. In the public school system, there have been attempts to construct and implement a values-based curriculum that reflects a naturalistic or social morality. Despite prudential credibility to values education, no naturalistic theory has within it a sufficient moral obligation with which to persuade humans from their natural self-interest. As it stands, values education as taught in schools has a grounding problem--it cannot point to a sufficient basis for validation. Values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment. This article argues that a sufficient case can be made for the explicit teaching of values but only on a theistic foundation. The discussion concludes that ultimately the most defensible grounding for values education is in the narrative given to humans by a transcendent being (in the Christian tradition, God).