I propose that philosophy for children—the facilitation of philosophical inquiry and dialogue for students of all ages—can serve as a form of liberal education for today’s youth. I support this proposal by drawing upon the historical origins of both philosophy and the philosophy for children movement, as well as accenting the distinctive curricular and pedagogical features that characterize philosophy for children. I argue that philosophy for children succeeds in preserving the essential elements of a liberal education even as it translates it into the context of P-12 schools. Characterizing philosophy for children as liberal education emphasizes that the disposition to philosophize is both a naturally occurring trait to be celebrated through child-centered philosophical conversation and a cultivated state to be worked toward through initiation into the concepts and practices of that tradition. The benefits of my proposal are twofold: it connects philosophy for children to the discipline of philosophy without having to model it on the practice of academic philosophy; and, it bolsters resistance against the corporatization of colleges and universities by explicitly integrating liberal education into elementary and secondary classrooms, which, in turn, will create an ongoing demand for a robust liberal education at the college-level.