For years, a lively debate has been going on about the normative implications of the relationship between pharmacological cognitive enhancement (PCE) and education. While much has been said about PCE's potential to undermine academic achievement or enable cheating, with surprisingly many authors drawing comparisons to doping in sports, one key feature has been noticeably absent from the discourse: the aims of education or why are we educating people in the first place. This paper aims to shift attention away from contingent educational practices and suggests re-focusing the discussion on whether PCE can be beneficial or detrimental to the underlying purposes of the educational endeavor. While there is ample reason for discussing the fairness of tests and entrance exams, a more pressing question is whether these practices and PCE align with the purposes of our educational institutions.