This paper presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." Levisohn has made a significant contribution to the scholarship of teaching in his article proposing that the teaching of rabbinic literature is most successfully accomplished when teachers think about their teaching through the lens of a menu of orientations. Based on the earlier work of Pamela Grossman and Barry Holtz, he is among the very few individuals who has attempted to offer scholars of rabbinic literature a way to think, not simply about their teaching methods or techniques, but about "their most powerful conceptions and beliefs" regarding this discipline. In a recent class at the Jewish Theological Seminary titled, "Talmud and Education," the author decided to give her students the assignment of speaking about their teaching through the lens of Levisohn's orientations. One of her goals of "Talmud and Education" course, is to impress upon her students how important it is to expose their own students to rabbinic culture. The author lauds Levisohn's work for he has begun an important conversation at a time when developing a field of scholarship in the area of teaching rabbinic literature is so ripe.