The aim of this chapter is to analyse current UK counter-terrorism policy in relation to the expectations placed on secondary schools. It will begin with a brief overview of the political discourses surrounding this topic, before exploring the most recent UK policy and literature relating to its implementation. By using an analytical approach based on Foucauldian thought, I will suggest that the difficulties facing the implementation of this policy revolve around finding a balance between freedom of speech, personal belief (or religious freedom) and challenging ideologies, which is hindered by definitional inconsistencies and limited practical tools for schools. The chapter will conclude by providing educationalists with some suggestions for how to navigate through this minefield of considerations, to ensure that there are some positive outcomes to current UK counter-terrorism policy.