This study explores how the relationships between congregational school Jewish educators built during ongoing "havruta" (partner-based) text study can carry over into a professional relationship that is aimed toward learning to integrate technology. Educator relationships were studied as part of the Jewish Educator Technology Initiative (JETI) professional development model, which included "havruta" text study, peer-to-peer dialogue, and instruction in technology integration theory and practice. Participants cited multiple relational contexts as prominently supporting both text and technology learning. These relational building blocks formed a foundation for a rich, supportive community of Jewish educator-learners expanding pedagogy to include new technologies.