In this paper, the author argues that a professor's academic freedom should be limited when choosing teaching methods. Currently, many professors choose teaching methods without serious consideration of whether such methods are effective at achieving the course's learning outcomes. As a matter of professional responsibility, however, professors ought to adopt teaching methods that educational research has shown to be effective. In laying out the argument, the author provides a brief history of the concept of academic freedom to show that its main purpose, as it relates to teaching, is to protect professors from negative repercussions that result from the discussion of controversial material in and out of the classroom. This purpose, the author argues, should not extend to granting professors full freedom in choosing teaching methods.