As many teachers of Tanakh know, the Tanakh classroom serves as a crucible for interpreting sacred texts, particularly in theologically and denominationally diverse day schools, camps, and beit midrash settings. The question I wish to explore here is: how do Jewish educators navigate the complex landscape of multiple orientations towards Tanakh that they might find in the seats of their classroom and make sure to empower all their students as interpreters? Central to my own Tanakh teaching, at almost every grade level, in almost every type of day school context, is the realization that my students don’t read Tanakh according to the same orientations or literacy practices, but it would be helpful if they did—at least for the duration of my class.