Much of the public discourse on education arguably reinforces the assumption that most stakeholders share the same desires for teaching and learning--desires reflecting a liberal paradigm that stresses individualism, control, and efficiency. But there are other desires, and additional empirical research informed by a Vygotskian sociocultural theory of learning could enrich this discourse. In my view, such research could benefit from a framework of desire compatible with the theory's central assumptions of learning as socially situated in cultural practices, teleological, and transformational. To this purpose, I offer a liturgical framing of desire put forth by James K. A. Smith, which treats humans as essentially desiring beings and defines desire as a potent force formed through participation in communal practices that orient practitioners' hearts ("eros") toward particular futures ("telos"). I show how this framing satisfies key features of sociocultural theory and highlight two examples of how desire has been qualitatively examined and where the framing might enrich further examinations of education settings.