This article reports findings from a sacred text scholarship project in Religious Education/Religion and Worldviews (RE/RW) lessons. In the "Texts and Teachers" project secondary school teachers found that RE became more "meta" through a more scholarly treatment of texts, and led to "leap moments" with pupils who could accomplish multidimensional engagement with texts. This article contributes to an improved understanding of how classroom textual hermeneutics addresses concerns with teaching sacred texts.