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This thesis explores the educational potential of living and learning in the light of death. Through an analysis of Heidegger's concept of Being, I highlight how our mortality is intimately bound up with care and therefore a potentially powerful place to begin reimagining the classroom. With the help of Noddings theory of caring, I explore how Heidegger's key concepts of death, care, and authenticity can be integrated into an education-towards-death. Based on insights from those who have worked with individuals near the end of life, I outline four means-mindfulness, emotional engagement, deeper engagement with others, and finding and living personal meaning-of putting an education-towards-death into practice.