This article examines the question of whether one ought to hold religious experience as a Jewish educational goal and, more fundamentally, to ask what this might mean. The objective is to begin to probe what an education toward (Jewish) religious experience would entail and what some of the theoretical, moral and practical obstacles might be. The inquiry is, therefore, motivated by the sense that these questions are not commonly asked, and by the further sense that, when they are asked, they are not answered with enough attention to the tradition of scholarship in comparative religious studies. Here, the author undertakes the task of asking what William James (1842-1910) and Rudolf Otto (1869-1937) might have to say about these questions, by analyzing their key texts in order to develop two contrasting models of education for religious experience. After developing these general models, the author adopts a more critical stance, probing the ways in which they seem problematic in a specifically Jewish context. Before all this, however, the author attempts to articulate what religious experience is and, particularly, what it is not. (Contains 66 footnotes.)