The past few decades has seen a high degree of scrutiny on police and police instructional techniques, with various researchers recommending engagement with adult learning principles. However, what is lacking in contemporary research is any discussion about the role of police instructors and whether they are able to engage with adult learning principles. This critical essay commences that discussion and offers suggestions on how to transition the police instructor to become an effective police educator. It is argued that police instructors undertake several informal roles that are in contrast to the role of an educator; and place the police instructor in an abnormal position of power. Further, it is proposed that the current required training qualification for police instructors is an inappropriate and ineffectual qualification for police educators. This critique concludes by offering some suggestions that are likely to overcome potential barriers to increasing the competency of police instructors.