The decline of philosophy in teacher education is well-documented (Colgan & Maxwell, 2020). Of course, some universities still offer courses in the philosophy of education—sometimes called philosophical foundations—to their B.Ed. students. At McGill University, for example, a philosophical foundations course is mandatory for student-teachers. Such courses are often taught as a historical survey, as a review of a list of available educational theories, as an analysis of a set of ‘current issues’, or a combination thereof. These approaches, however, leave much to be desired, in part because they tend to pay less attention to the practical concerns and contexts of teachers and do not initiate them into the discipline of philosophy. In a neglected paper, Richard Peters (1977) critiqued prevalent approaches to integrating philosophy into teacher education and outlined some principles and practical suggestions. I found his insights helpful when designing and refining my own syllabus for the undergraduate philosophical foundations course at my university, which I have taught three times since 2019. My presentation will 1) lay out Peters’ critiques of prevalent approaches, 2) outline his suggestions, and 3) share my own experience teaching a philosophical foundations course with some of Peters’ insights in mind.