This article describes how a secularized version of Lectio Divina is used within the classroom as a model for engaging in anti-racism and social justice discussions. Lectio Divina is an ancient tool for understanding texts. From its religious beginnings, it has been adapted to its secular forms for critical contemplative practice in twenty first-century classrooms. The secularized version of Lectio Divina combines communal and meditative reading processes that involve teachers and students in the construction of knowledge that may lead to social transformation. By choosing short passages and poems that address issues of race and social justice, Lectio Divina provides the conduit through which participants can engage in deeper explorations of meanings of passages and uncover applications to their own lives, the lives of others, and larger communities. The interactive and transformative process of Lectio Divina enables participants to generate and take ownership of strategies that could empower them to become social justice advocates and change agents. Lectio Divina as a pedagogical model can serve university students, university faculty, staff, and community members as they wrestle with what is often considered delicate and controversial topics in their classrooms and communities. Saint Benedict, the father of Western monasticism, prescribed daily periods of silent, prayerful readings. Benedictines regarded sacred readings as essential to a close relationship to God through the scriptures, and spiritual growth (Casey, 1996). For Casey, a monk and well-known retreat master, Lectio Divina, marked by repetitions, provides a spiral journey into texts that is particularly illuminating. Casey claims that the monotony of repetition is not boredom, but instead paves the way to a more profound experience. Some who have seen the value of this approach to reading have removed the religious focus on prayer and communion with God and Spirit, and instead, apply Lectio Divina to non-religious texts as a form of close reading that recognizes the emotional-embodied reactions to passages. Carefully choosing texts for use in contemporary classrooms and adapting them to the Benedictine practice of intuitive and emotional knowing can create dialogic spaces where teachers and students make meaningful connections to their diverse worlds and expand their capacity to communicate with compassion (Dalton, Hall, & Hoyser, 2021). The secularized process of Lectio Divina embodies reading or listening that opens gradually to contemplation, and subsequently action.