Educational systems all over the world have acceptable and justifiable best practices necessary for impartation of knowledge, skills, attitudes, values and modes of thinking to learners by teachers and those who occupy similar positions in society. But it is evident that there are also some objectionable methods employed in the classroom, and similar places, among them are drilling, conditioning, indoctrination, instruction, and so on. This paper casts a critical look at indoctrination: its sources, the necessary conditions for a person to be indoctrinated, and an assessment of indoctrination vis-à- vis education. The paper finally examined the implications of indoctrination for education in Nigeria, and made recommendations to ameliorate perceived deteriorating trend in the system.