Deleuze was a remarkable polymath, capable of bringing penetrating insights to a wide variety of disciplines. The number of topics addressed during his career was considerable, ranging from mathematics, biology, psychology, political science, and anthropology to logic, ethics, painting, literature, metallurgy, and the decorative arts. One might assume that as a lifelong academic Deleuze would have turned his attention to the subject of education with some frequency, but in fact he dedicated only a small portion of his energies to this field. He did, however, devote a few passages of "Difference and Repetition" (1969) to the relationship between thought and learning that are especially suggestive. These passages summarize the salient points he had developed in his 1964 study "Proust and Signs," in which he approached Proust's massive "A la recherche du temps perdu" as an extended apprenticeship in the explication of signs. The question of teaching and its relationship to learning he left largely unexamined in these two works, but in "Cinema 2: The time-image" (1985), Deleuze spoke briefly of a "pedagogy" of images in the films of Godard, and from these remarks on Godard's treatment of sound and sight one can discern the outlines of what might constitute a Deleuzian theory of teaching. Taken together, Deleuze's studies of learning in Proust and teaching in Godard provide a map of directions one might pursue in developing a Deleuzian philosophy of education. In this article, the author discusses Deleuze's apprenticeship in signs and pedagogy of images. (Contains 5 notes.)