Intellectual freedom has long been a desirable ideal and a foundational value for supporting democratic governance. Since 1948, it has been a universal human right. Given the unique nature of education in democratic societies, schools serve as a crucible for helping children understand and practise the rudiments of intellectual freedom. Drawing on a diverse sample of exemplary secondary school teachers across the United States (N?=?81), this article describes how these teachers help develop intellectual freedom in their classrooms. Using their various disciplines as a vehicle, they primarily utilize collective inquiry to foster communication and encourage values and attitudes conducive to intellectual freedom.