Chavrusa is a long-term, dyadic study partnership traditionally used in the context of Talmudic study. Chavrusa study includes pairs reading, discussing, and exploring texts together (Liebersohn, 2006). A guiding principle of chavrusa learning is that students interact with each other as both teachers and learners. While long a pedagogical model used in Jewish institutions of learning (Kent et al., 2012), chavrusa has recently made strides in other areas, such as medical education (e.g., Chung & Lee, 2019) and undergraduate coursework (e.g., Bergom et al., 2011). One application of chavrusa learning is MathChavrusa, a learning model where students are paired and work with a partner for the full duration of a math content course (Flint, 2019). Differing from typical classroom groupwork where students collaborate only for the lifespan of a particular assignment, the student pairings in MathChavrusa last for the duration of the course. As with Chavrusa, text analysis is still central, but MathChavrusa expands texts beyond just a course textbook to include additional course materials like short articles, classwork, and problem sets. In this article, the authors present how MathChavrusa is being implemented in graduate mathematics classrooms through the perspectives of the three authors: one facilitating instructor and two participating students. They discuss MathChavrusa's impact on learning mathematics and the effect COVID-19 remote and hybrid learning had on this learning model. The format of this discussion consists of two overarching questions with written responses from all three participant authors.