Irving Sigel's distancing theory and his cognitive and educational research has led to an understanding of the importance of ''encompassing'' educational settings and the promotion of positive developmental outcomes in the area of Jewish education. This paper describes how distancing theory provides a basis for understanding the effects of identity-enhancing educational settings. An examination of parallels between challenges confronted by Jewish educators and by educators in secular American settings broadens the applications of Dr. Sigel's work. The authors draw from their work with Jewish education to make recommendations for secular American education.