Didactic rewrites of aggadic stories are an important resource in values education. This study, geared primarily toward teachers involved in choosing curricular materials, investigates how the didactic rewriter actually becomes an interpreter, rather than a mere transmitter, of the original text. The personal values of the rewriters can influence the retold story, as can their desire to adapt it to their target audience. In order to increase teacher awareness of the rewriters' interpretive process and its ramifications, two different rewrites of the same original aggadic story are compared as a paradigm. The different values and role models which emerge as well as the potential impact of each rewrite on the child's moral development are examined.