The cognitive science of religion — relatively new and exciting to some and irritating and controversial to others in equal measure — is only now gaining recognition as a scholarly subject within religion. It does not come with an oral tradition of what texts are the key ones, what groundwork must be laid to make them comprehensible, or what strategies allow a teacher to make them accessible to students. All the reflective questions demanded of teachers as they prepare a syllabus are unavoidable as they consider adding a cognitive approach. This chapter explores the particular issue of how religious experiences become historical-cultural traditions. To do this the author equips his students with a stimulating theoretical immersion, while offering a frank discussion of what worked and what did not.