This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as "values debate," includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD's capacity to teach students how to do philosophy.This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as "values debate," orients around topics from ethics and political philosophy that thousands of high school students across the U.S. debate in class, after school, and at weekend tournaments. Past topics include the morality of nuclear weapons, justified responses to domestic violence, killing one to save many, capital punishment, justice in health care, and eminent domain for private enterprise. As a result of fiercely debating such topics, philosophical arguments take on a surprising second life with LD debaters. At the most prestigious high school debate tournaments in the country, a considerable majority of the students will be able to explain-with