Kristján Kristjánsson is one of the most prominent neo-Aristotelian defenders of the view that flourishing is the primary aim of education. Although he supports most aspects of Aristotle's theory, Kristjánsson argues that Aristotle failed to capture the significance of awe for human flourishing. Kristjánsson seeks to remedy this deficiency. While I find Kristjánsson's work on awe compelling and important, I am not convinced it fits with his wider conception of flourishing. To make room for it, I shall argue, Kristjánsson must either modify several other core aspects of his theory or account for the normative significance of awe in a different way. Taking the former route comes at the cost of an unfortunate amount of ad hoc theoretical bloat. Happily, though, the latter route can be satisfied in several plausible ways. We can and should emphasize the importance of awe in education, but not by claiming that awe is a necessary part of species functioning à la Aristotle.