This article investigates the use of the contextual orientation to the Bible--which seeks to understand the Bible as a product of its time, and in the context of historical-critical biblical scholarship--as a deliberate, significant aspect of a teacher's overall approach to reaching Jewish adults in their 20s and 30s. Through classroom observation and qualitative interviews, the authors (one of whom is the teacher in the article) explore how this approach affects student learning and engagement and facilitates a meaningful attachment to and understanding of the Bible. This article also reflects one teacher's examination of his own teaching orientation and its expressions, serving as a possible model for other such investigations. (Contains 7 footnotes.)