As part of their requirements, second-year rabbinical students at Hebrew Union College--Jewish Institute of Religion, Cincinnati campus, must teach religious school or Hebrew school for a full year in one of the local congregations. At the same time, they take a course in the practices of Jewish education. The students must create a portfolio during this teaching year. One element of their portfolio asks them to write their personal philosophy of Jewish education, informed by their teaching and learning. The teachers are asked to reflect upon several items including what they think is the purpose of a Jewish education, the role of the teacher and the student, and the methods they use as a teacher. As the author read Jon Levisohn's essay, he was constantly reminded of many of these student-teacher philosophies. Students found it difficult to articulate a purpose and a vision of Jewish education. Over and over, students simply, or simplistically, stated that Jewish education is to perpetuate Judaism. In this article, the author raises three things he has to do immediately which are drawn from the Levisohn article and the "Visions of Jewish Education" book. First, the author is recommitted to having rabbinical students articulate in writing their personal philosophy of Jewish education. Second, the author is going to use every opportunity he has to talk with congregational leaders, lay and professional, about their vision of Jewish education for their school. Third, the author is going to advocate for schools to compensate their teaching staff for participating in ongoing "teacher talk" groups.