The benefits of paired learning, rather than individual learning, have been pointed by several studies. Although "Chevruta," which has been essential in Jewish education for centuries, is arguably the original form of long-term paired learning, little empirical research has focused on exploring its components and consequences. In the current study, Chevruta learning is conceptualized as a combination of (a) "structure": the proportion of time/space spent learning together, out of the total learning time on a given day, and (b) "practices": the extent of using specific personal character strengths (CS), which resemble Chevruta practices in a positive manner. Their effects are examined on learning satisfaction. Methodologically, this is a dyadic (30 dyads) and longitudinal study with 20 daily measurement points for each participant. An average daily effect of structure on learning satisfaction was found--but no specific effect. This means that merely being together contributes to learning satisfaction over time, but not on the level of daily fluctuations. CS use, however, contributes both on average and on specific time points, and both in terms of the actor's and the partner's effects. One's own CS use contributes to one's own satisfaction both over time and daily. One's partner's Chevruta CS use fluctuation on specific days affects one's own learning satisfaction that same evening, but this effect does not hold on average. These results indicate that actively engaging, as conceptualized by duration of learning together and strengths use, in this cooperative Jewish learning strategy, provides a substantial mutual benefit to its members.