Martin Luther was a pivotal figure of the Protestant Reformation. He had found the Church had strayed away from the biblical mandates of true religion. While there was an outward appearance of holiness, the Christian Church had become corrupt in many ways. It was self-serving in its resources and offered an algorithmic approach to penance that did not require personal repentance or change of lifestyle. The Church was at a pinnacle of political and social power yet had little connection with the vast majority of parishioners. Luther desired reformation so that the Church would come back to these parishioners. He felt that religion should be personally meaningful and provide real solutions to the problems of mankind that would mandate a repentant heart and change of lifestyle. Bioethics has been a defined field of study since the 1960s. From that time forward, there has been an increasing priority to teach bioethics as a part of the humanities curriculum in medical school. The majority of teaching has been patient-centered ethical theory in the form of Principlism. While this methodology protects patients’ rights, it de-emphasizes the role of physician as moral agent. Although this curriculum has now been taught for several decades, no demonstrable improvement in ethical behavior or practitioner’s feeling of moral distress has occurred. The purpose of this paper is to compare modern bioethics education to the pre-reformation Church. Like true religion, bioethics should be rooted in a morality that causes substantive impact on one’s behavior. By teaching an algorithmic theory with a outward methodology, modern bioethics promotes physicians to just ‘go through the motions’ without any internalization of values. An initial correlation can be made of Luther’s issues of reformation to that of bioethical education.