This discussion of the symposium “Psychoanalysis and the Art of Education” describes the enlarged place given to psychoanalytic ideas and approaches in the new graduate and undergraduate teacher-training and school psychology programs at a large urban university (Brooklyn College, City University of New York). The article addresses the reasons for this radical shift and its implications for psychoanalysts and for psychology in general, and the three symposium articles individually and in light of their connection to this recent and encouraging development are discussed.