While contemporary approaches to education theory and practice have benefited from psychological, historical and philosophical research, the present project joins in Günther’s assertion that present approaches to education can benefit from principles and practices elucidated from a variety of religious traditions. In light of Judaism’s uniquely strong focus on the importance of education, we reviewed three prominent educational texts within the Jewish tradition in order to elucidate salient teaching and learning themes and pedagogic prescriptions from these texts that could be applicable in contexts outside a strictly confessional Jewish faith-based context. For this project, we conducted an in-depth, thematic textual analysis of the following three texts: Chovat HaTalmidim, The Educator’s Privilege, and The Principles of Education & Guidance. While we conducted our primary thematic analysis using long-established English translations of these texts, we consulted with the original Hebrew texts in order to delve more deeply into the meaning of specific points highlighted in our initial thematic analyses. Following three rounds of such analysis, salient themes from our findings included the following: first, education as a means to the actualization of a student’s full potential in fulfilling innate capacities rather than a mere acquisition of knowledge; second, education as an urgent and imperative element in the perpetuation and advancement of fundamental morals and structures necessary to a functional and flourishing society; and third, education as the catalyst in developing a student’s capacity for meaningful impact and contribution to society beyond the sole purpose of indulgence of self-interest. It is our assertion that these principles, rather than remain siloed within the confines of a specifically Jewish educational setting, have the capacity to inform and enrich the educational practices of students and educators across a wide variety of educative contexts.