Learning is defined in terms of investments into one’s potentiality, one’s future, and one’s viability as a citizen/laborer. This chapter explores what happens when we deactivate our investments into learning and suspend the cycles of credit and debt that bind students not only to financial loans but also to teachers (and their expertise). Instead of dependency on teachers and institutions (educational and financial), an alternative educational logic to learning promotes a practice of divestment. Divestment releases education from reproducing the debt that adheres to the structure of learning, opening the conditions necessary for an alternative form of educational logic to emerge: studying. In order to both criticize the relationships between learning and debt and to sketch out an alternative, this chapter draws on theorists as wide ranging as Paulo Freire, Giorgio Agamben, Maurizzio Lazzarato, Michael Hardt and Antonio Negri, and Stefano Harney and Fred Moten