The purpose of this qualitative descriptive study was to explore how fourth-year Christian male emerging adults at a Christian college in the northeastern United States identify and describe changes in religiosity as expressed by the tenets of trust in parental religiosity, by missional outreach, and by personal faith, which form the basic foundations of religiosity. Data were collected from the Centrality of Religiosity Scale, 12 semistructured interviews with fourth-year male emerging adult students, and a focus group consisting of four students from the initial interview sample. The theory of emerging adulthood and social learning theory comprised the theoretical framework for this study. MAXQDA 2020 was used to analyze the interview and focus group transcripts. Three themes emerged from the analysis: personal influence on religiosity begins with parents before college, with parental influence often replaced or subjugated by peers and girlfriends during college; school influence on religiosity comes from interactions with professors, chapel services, and curriculum requirements; and the COVID-19 pandemic curtailed numerous opportunities to engage in religious activities due to social distancing and virtual learning. The study findings may be leveraged to pursue religiosity trends among emerging adults in both religious and secular institutions of higher learning across geographic regions, encourage future research on emerging adult students when academic and social constructs are not interrupted by a pandemic, and generally progress the theories of emerging adulthood and social learning theory. [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.]