No longer con­fined to tra­di­tion­al insti­tu­tions devot­ed to Tal­mu­dic stud­ies, havru­ta work, or the prac­tice of stu­dents study­ing mate­ri­als in pairs, has become a rel­a­tive­ly wide­spread phe­nom­e­non across denom­i­na­tion­al and edu­ca­tion­al set­tings of Jew­ish learn­ing. How­ev­er, until now there has been lit­tle dis­cus­sion of what havru­ta text study entails and how it might be con­cep­tu­al­ized and taught. This book breaks new ground from two per­spec­tives: by offer­ing a mod­el of havru­ta text study sit­u­at­ed in broad­er the­o­ries of inter­pre­ta­tion and learn­ing, and by treat­ing havru­ta text study as com­posed of tex­tu­al, inter­per­son­al and intra-per­son­al prac­tices which can be taught and learned. We lay out the con­cep­tu­al foun­da­tions of our approach and pro­vide exam­ples of their ped­a­gog­i­cal imple­men­ta­tion for the teach­ing of havru­ta text study. Includ­ed are illus­tra­tive les­son plans, teach­ers’ notes and stu­dents’ reflec­tions, exer­cis­es for stu­dents, and oth­er instruc­tion­al mate­ri­als for teach­ing core con­cepts and practices.