Text study is increasingly popular in the liberal Jewish world. Liberal Jews approach text study from a variety of backgrounds and with a hunger for existential meaning. Additionally, they often desire to belong to a community of interpretation while at the same time resisting meanings imposed by others. Learners are constantly navigating these tensions as they seek to make meaning (to understand the texts and to make them meaningful). The empirical literature on Torah study has heretofore been primarily concerned with spaces that are homogenous and normative and privileged questions of teaching. This project seeks to address this lacuna by offering an answer to the question: How do diverse learners make personal meaning of texts they read together in community? To do so, it draws on a year of ethnography in a diverse community of advanced learners of Torah – both Talmud and Tanakh – at the Pardes Institute for Jewish Studies, a central institution in the landscape of Jewish education that is drastically understudied. During last year, the author collected observations of classes and community events as well as interviews with individual learners that focused on their learning journeys and meaning making in the abstract. These were supplemented with recordings of pair learning (havruta) sessions accompanied by formal interviews that sought to capture the processes of meaning making more concretely. This study seeks to offer an empirical account of the process of meaning making in Torah study, which will help scholars, educators, and learners enrich the meaningscape of these texts.