Freire's work, both as a theorist and a practitioner, has always had a strong utopian flavor. In this article, the author sets out to show how and why this is so. Freire addressed the theme of utopia directly in his writings, but he also sought to bring a utopian world view to life in his educational endeavors. Delineating the key features of a distinctively Freirean perspective on utopia and its educational significance is not an easy task, and Freire experienced considerable frustration dealing with what he regarded as misreadings of his intentions and ideas. The author takes the position that Freire's concept of utopia can best be understood if his work is approached holistically and if his ideas are placed in their proper contexts. The first part of the article outlines some of the main elements of Freire's ontology, epistomology, and ethic as these emerged from his experiences as a man of the Third World, and comments briefly on key principles in Freirean pedagogy. The second section focuses on the meaning of utopia in educational theory and practice. It then identifies some of the major critiques of Freire's work. In conclusion the author considers some of the implications of Freire's approach to utopia, paying particular attention to the idea that as human beings, we are works in progress. [This article was originally published as a chapter in Roberts, P. & Freeman-Moir, J.(2013). "Better Worlds: Education, Art, and Utopia." Lanham, MD:Lexington Books. This material is reproduced here with the permission of Lexington Books.]