This study examines the issues of freedom and authority addressed by British philosopher Bertrand Russell in his philosophy of education. Russell's views focused on the balance between individual freedom and various authorities. Using qualitative research methods, the study explores Bertrand Russell's views on freedom and authority in his works and examines their relationship to education. The data obtained in the study highlights Russell's emphasis on the state and church's attempts to maintain their power by exploiting education for religious and political reasons, while ignoring the benefits of children. He posits that parents establish a certain authority mechanism over children to protect their financial expectations and family prestige. Russell rejected absolute authority over education and argued for a certain harmony between freedom and discipline. However, he placed no restrictions on freedom of thought. His educational approach aimed to emphasize the importance of critical thinking, the unleashing of individual potential, and the support of intellectual and moral development, emphasizing that authorities were the greatest obstacle to these developments. Believing that the teacher was the most important and influential element in school life, Russell argued that the teacher was a guide in matters such as freedom of thought and critical thinking skills. He also emphasized that authoritarian attitudes could be overcome through love and argued that an education delivered with love would serve world peace. We believe this study will contribute to the renewed discussion of the problem of freedom and authority in today's education systems.