Approximately 883 colleges and universities in the United States evidence connections to specific religious traditions. Yet, according to the literature, a perceived tension exists between faith and the contemporary academy, such that many universities that were founded as religiously affiliated institutions no longer retain their religious connections. In addition, faculty members at religiously affiliated and other universities maintained that they experience frustration in integrating their faith and the faith of their institutions into their teaching, scholarship, and service. This study examined how faculty members at a religiously affiliated university in the Midwest negotiate any tension that may exist between faith and learning at their institution. The researcher employed a phenomenological research design, sending qualitative questionnaires to faculty members at the institution under investigation featuring open-ended questions about the relationship of faith and learning at their institution as well as their lived experiences as both members of the contemporary academy and employees of a faith-based organization. Following the questionnaires, the researcher conducted semi-structured interviews with selected faculty members who completed the survey, in order to gain additional insight into their experiences. Fifteen faculty members completed the qualitative questionnaires, with 11 of them participating in follow-up interviews. Once the data were gathered, the researcher identified themes that characterized the lived experiences of the faculty participants with regards to faith and learning at their institution, for the purpose of understanding what could be considered essential elements of faith-based higher education, from the perspectives of the participants. The study results demonstrated that the faculty participants mostly believe that the relationship of faith and learning at their institution is not characterized by tension. Rather, they see this relationship as one of integration, as their roles as faculty members at the university include assisting students in developing academically and spiritually. While the respondents noted that conflict and tension are present at times, the conflicts they experienced were mostly due to people at the institution being free to express themselves and their personal religious beliefs in ways that can often initiate disagreements with those whose beliefs are different. Despite the presence of tension, responding faculty members believed in the mission of religiously affiliated universities to educate for faith formation and to instill the desire to serve others in their students through the structures of their academic disciplines. [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.]