Practices of spirituality, particularly amongst faculty who teach at faith-based institutions of higher education, are underexplored in the current body of literature. This qualitative study uses an interpretive phenomenological analysis (IPA) approach to examine faculty members' attitudes about the role of spirituality in higher education and the pedagogical and mentoring approaches that faculty members in a faith-based institution use to facilitate the spiritual development of students. Participants described spirituality as foundational to student wholeness and naturally emerging from scholarship, as an opportunity for students to increase self-awareness and to have respect, empathy, and compassion for others. Findings of this study identify how spirituality naturally works its way into the higher education environment, including both the university's involvement to facilitate spiritual development, and faculty involvement to support spiritual development through pedagogical approaches and through the teacher-student relationship. This study also makes the connection between faculty members' personal definitions of spirituality and how students are seen and treated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]