Research shows that various pharmaceuticals can offer modest cognition enhancing effects for healthy individuals. These finding have caused some academics to support liberal use of pharmacological cognitive enhancement (PCE) in schools and universities. This approach partially arises from arguments implying there is little moral justification for regulating such drugs. In this paper, I argue against the liberal use of PCE on epistemic grounds. According to Charles Taylor, emotions and behaviour are epistemically valuable because they tell us meaningful things about reality. Hence, an accurate interpretation of students' emotions and behaviour in context is crucial to support an effective and ethical educational process. This paper supports the assertion that PCE might alter emotions and behaviour, and thereby distort the interpretation of the educational situation by students, educators and policy makers. Therefore, when discussing whether or not to regulate PCE we should be mindful of these epistemic concerns.