A formidable body of recent literature advocates the incorporation of spirituality into the bio-psycho-social framework of social work education and practice. No consistent conceptualization of spirituality has been developed, however, that can be used with all clients and that is fully consonant with social work values as taught in schools of social work. Certain culturally derived perspectives regarding spirituality have been endorsed in social work literature in a way that does not fully honor each client's view of the nature of existence. This article proposes an inclusive definition of spirituality for social work education that considers every client's perceptions regarding what is unknowable as equally valid. Case examples, suitable for classroom education, are presented.