Graduate programs provide learners with important transitions between exposure to scholarship in their fields and skills application for professional practice. These programs also provide space for continued personal development and campus environment interactions that influence student learning. In this article, we share dialogues focused on college teaching in higher education student affairs and the struggles we face in our classrooms to sustain a core foundational principle in our field -- the spiritual development of student learners. This concern provides critical reflection on teaching within higher education graduate programs and how teaching in higher education encourages contemplation and reflective thinking. We use duoethnography as a collaborative research methodology to dialogue on what it means to develop a "pedagogy of spirituality" within our respective higher education graduate programs. In using this approach, we provide ideas on how we created such a pedagogy in our fields. The dialogues also provide our insights on the nature of teaching in higher education, especially for graduate students. Metaphysical and monastic philosophies provide the guiding and differing forces shaping themes emerging from our dialogues and pedagogical thoughts.