This paper aims to outline a few key issues that demand our attention if we are interested in developing a Buddhist philosophy of education. The paper begins with a plea for caution for those who are of the view that there is a ready-made theory of education, fully and explicitly articulated by the Buddha, in his teachings. What we have at the most is insights and examples that can be used in constructing a philosophy of education. In fact such a philosophy of education is possible on the teachings and on the practical examples of the Buddha. Two important issues to be studied deeply are subsequently introduced, the first being, whether or not there are absolutely incorrigible students according to the teaching of the Buddha. The same question may be asked: whether the Buddha was able to teach anyone and everyone with equal success or not? The next issue discussed is the nature of faith required in the teaching of the Buddha and the freedom that has been allowed for the students to examine not only the assertions made by the Buddha but his very behaviour itself. The paper, while not claiming comprehensiveness in any manner, only tries to highlight some philosophical and ethical difficulties and problems involved in dealing with these issues.