The purpose of this article is to understand the reasons behind the positive response to the question, "Can teaching any subject contribute to the moral education of students?" When someone makes such a claim, how can they justify or rationalize it? This article aims to analyze the ideas of Peters, one of the most prominent educational analytic philosophers of the twentieth century, using a descriptive-analytical approach from the perspective of the history of philosophy. It seeks to substantiate this claim through his writings and discuss his rationale in a new and coherent structure. The research findings reveal that, according to Peters, proficient teaching of various subjects enhances students' intellect and instills in them a critical and inquisitive mindset. These attributes, in turn, aid in their moral development. The study demonstrates that Peters believes that teachers/professors indirectly contribute to the moral education of students. However, these assertions present challenges that the article endeavors to tackle by reassessing the underpinnings of Peters' philosophy.