College faculty teaching in the health professions work within a unionized, neoliberal system designed to produce competent graduates trained to work in the health care hierarchy. The workers trained include community care assistants, two levels of nurses (practical nurses and baccalaureate nurses, the latter in collaboration with university nursing programs), personal support workers, medical laboratory technologists, paramedics, pharmacy technicians, dental hygienists and assistants, massage therapists, and so on. Academic freedom, a concept held close to the hearts of their university counterparts, is not a term uttered with frequency nor an implicit understanding of many college faculty. This paper explores this phenomenon, examining the conditions under which Canada's health professionals teach and construct health care curricula in public colleges. Interviews with faculty were undertaken by the first author as part of a master's thesis and in a separate project by the second author as part of a larger national study of college faculty (with Diane Meaghan). Interviews with health professional faculty mainly in Ontario explored relationships between faculty and college administration, as well as faculty perceptions of other organizations such as licensing boards influencing the daily work of constructing and teaching health care curricula. The results indicate that college faculty do have concerns regarding academic freedom, with their frustrations and fears expressed in terms of a divide between faculty and local college administration. These concerns are seen as sometimes challenging their ability to ensure the quality of graduates, as well as compromising their rights as faculty and their commitments to their profession and to their own professionalism. More specifically, faculty worried about curtailment of their freedom to design curricula and have access to appropriate resources; and to set grading standards, and in some cases, grades, in the face of relentless "student success" policies. We conclude with speculation about the future of college "academic freedom" as some colleges and programs strengthen their links with universities.