Harry S. Broudy (1905-1998) was a vital education philosopher of the second half of the twentieth century as highlighted by numerous authors writing on his life and work. Over a 40-year period, Harry Broudy published over 300 papers and 18 books (Vandenberg 1992b). While numerous ideas are reoccurring among his publications, the content and contextual abstractions and delineations between recurring ideas are precise and aptly applied, therefore warranting further exploration. There is a lack of current exploration of the voluminous works of Harry Broudy as significant writings and ideas regarding teacher education and the profession of education remain unexplored. It is the purpose of this article to explore Harry Broudy's support for the field of education in defending educational philosophy's important role within philosophy and teacher education, challenges from critiques leveled upon teacher education, and finally challenges thrust against teaching as a profession. This last concept of teacher professionalism is currently an in vogue topic again, further warranting a more in-depth exploration of Harry Broudy's ideas on the matter.