The literature on Reform Jewish education in America rightly recognizes Emanuel Gamoran's work in establishing the direction of Hebrew schools in the Reform movement toward a cultural pluralism influenced by Samson Benderley et al. Yet the terrain onto which Gamoran stepped was not unmarked. Prior to his tenure, three Reform rabbis thought hard about how new currents in psychology could strengthen Jewish education toward the ends of religious individualism. This article examines how Henry Berkowitz, David Philipson, and Louis Grossman integrated select currents in educational psychology into their writings on Jewish education, and into their theology of the educated Jew.