The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for educators to appropriate again lectio-style reading as an educational counterpart to the Slow Movement, whose growth in recent decades may indicate cultural openness to the recovery of more reflective and located practice. We begin by noting tendencies in the academy and the culture as a whole that indicate the need for slower, more thoughtful reading. We then note the attention that several authors have recently paid to reading with attention and thoughtfulness. After reviewing the elements and purposes of lectio divina, we provide brief narratives of our own attempts to implement and assess more thoughtful reading practices in education and Bible courses, suggesting ways that others might realize more fully the principles of slow reading in their courses.