In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic forms of learning. When inauthentic and authentic forms of temporality are brought to light through this distinction, new ways of understanding the convergence and divergence of learning modes open up for critical reflection. Third, the article suggests that while differentiations internal to learning are critical in the struggle to define the nature of education, education cannot be reduced to its temporalising forms. At this point, the work of one of Heidegger's late students, Giorgio Agamben, becomes important for grounding the educational experience in Temporality through study (as distinct from learning). At stake here is carving out a time in education for enpresencing (the Temporality of the potential for something to appear) versus self‐projection through action (the authentic temporality of expert skill building). And finally, the article turns back to Hediegger in order to see the ethical limitations of too quickly collapsing education into learning—even if that learning is authentic.