Abstract After clarifying the concepts of existential and educational visions as they figure in this discussion, situating the interest in vision in historical context, and indicating the importance of the subject, the chapter moves on to identify obstacles that have interfered with the advancement of educational practice and thinking in which vision, as understood in this chapter, is central. Then, after an attempt to further sharpen the questions and concerns that constitute the domain of interest, the chapter goes on to discuss two kinds of pertinent research: research streams concerning guiding visions that have already emerged and research streams that are in need of being developed if ideas relating to guiding educational visions are to effectively and most meaningfully influence practice in Jewish education. The chapter concludes by urging that a recent emphasis on the need for more empirical, data-based research concerning the conditions and outcomes of high-quality Jewish education not blind the field to the need for research that is sometimes more theoretical and philosophical into the kinds of matters identified in this discussion. They too need serious attention if the field is to advance as it should.