The dramatic shift from communal Hebrew schools to congregational weekday schools in post-World War II American Jewish education has paradoxically weakened rather than strengthened students' prayer fluency and spiritual connection. Despite longer enrollment periods of four to six years compared to the previous two to three years, modern students demonstrate diminished ability in prayer recitation versus earlier generations. Through analysis of educational conference proceedings, enrollment data from Baltimore, Los Angeles, and other communities, and examination of pedagogical publications and curriculum materials from 1938-1955, a fundamental disconnect emerges between educational goals and spiritual practice. While schools successfully teach technical prayer reading skills and basic meanings, they fail to cultivate genuine prayerful experience. The research reveals that effective prayer education is hindered not by inadequate methodology or insufficient instruction time, but by the absence of authentic prayer culture in both synagogue services and home environments. A three-pronged solution emerges: establishing daily home prayer practices, restructuring school curricula to emphasize meaningful participation over comprehensive coverage, and reforming adult synagogue services to prioritize spiritual concentration rather than ceremonial efficiency. These findings indicate that meaningful prayer education requires systemic changes in Jewish religious practice beyond mere pedagogical improvements.