What does it mean for teachers to "know their subject matter" and what are--or might be--the sources of teachers' knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale--stories found in Rabbinic literature about the Rabbis themselves--homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.