<p>In some educational contexts where normative ethics is taught, metaethics plays only a minor role: Prospective instructors are not required to engage deeply with metaethical questions during their training, and normative ethics courses place little emphasis on them. Sometimes, this may stem from structural constraints that leave little room for metaethical questions. Other times, however, it may partly result from overlooking the potential benefits of engaging with them more deeply. In this paper, I argue for a stronger emphasis on metaethics in ethics education where possible. First, I motivate this idea by showing that metaethical considerations strongly impact normative ethics. Then, I explore how greater emphasis on certain metaethical issues could benefit teacher and student education. Among other things, I suggest that certain metaethical reflections can foster a much deeper understanding of normative ethics, mitigate what I call “teacher relativism,” and help teachers address the related issue of “student relativism” more effectively and responsibly.</p>