In our teaching, research, and community service, both of us have sought to engage and extend the work of interfaith education. We write from our perspectives as a Jewish educator and as a Christian educator. Both of us have experienced the gifts and challenges this work engenders. The purpose of this article is simple: to offer a typology for understanding several of the active strategies for interfaith education. By demonstrating some of its strengths and challenges, we hope to spark a discussion and generate new practices.