This article aims to reject the assumption that philosophy causes children to reject authority. In this article, the authors take a different perspective on the issues of authority and moral order with regard to Philosophy for Children (P4C) in schools, presenting how the tension appeared in a specific classroom through data collected by the first author using qualitative research methodologies. The claim proposed in this article is a nuanced one: On the one hand, it is true that P4C can create a radical space for children to question authority and moral order at school; yet on the other hand, this space itself is not void of any form of authority. Paradoxically, P4C may teach a certain form authority by inviting children to be critical of authority, as research findings suggest, which the authors think is particularly favorable to the education of future democratic citizens. The first part of the article presents the major lines of debate between the traditional view of authority in education and the one found in P4C. The rest of the article illustrates how the collected classroom data confirmed but at the same time nuanced the theoretical claim the authors have presented. This article not only offers a response not usually presented in P4C literature to the critique that incorporating philosophy in schools will lead children to reject adult authority, but that it will clarify the relationship between P4C and authority in general for practitioners.