The debate over prison education tends to divide scholars and penal system researchers. This article discusses the moral-development and social-psychological development theories that comprise the idealism/optimism rehabilitative ideal model of prison based education. In addition to the rehabilitative model’s argument and justification for college-level correctional education programming, the opportunity model encourages such prison-based education programs, arguing that these programs can implement effective, positive changes in prison inmates. Presenting the other side of the debate, the authors describe many scholars’ pessimistic reactions towards individual change theory arguing that these researchers contend that correctional-educational programs do not work and should be eliminated from the penal system. After a brief discussion of prison-based education Pell Grants, the article describes the political controversy surrounding the granting of these monies to prisoners that eventually led to the elimination of this type of funding to prison inmates. The lack of funding for prison-based educational programming has profound political, economic, and social implications and needs to be further addressed by researchers and policymakers. References