When the author first began attending History of Education Society annual meetings as a graduate student in the 1990s, he would often listen wide-eyed to war stories of the good old days when sessions would break down into shouting matches between "radical revisionists" and their opponents. He thinks older generation of historians missed both the drama within the field and the press garnered from those outside during the 1970s and early 1980s. In this paper, the author argues that the spirit of the "70s" radicals lives on in the writings of libertarian historians of education whose work, much of it coming from scholars and presses outside of the university matrix, is largely unknown by card-carrying educational historians. Furthermore, this libertarian historiography is doing precisely what so many educators wish their own work would do--it is having an impact on educational policy and finding a public readership. The author begins by offering a chronological orientation to libertarian educational historiography, in the process summarizing some of its major concerns. He concludes by reflecting on the significance of this historiographical tradition for the rest of the field. (Contains 37 footnotes.)