As complex phenomena, spirituality and religion defy any single definition and are delineated differently yet often conflated. Despite the confluence of the terms, religion and spirituality are not interchangeable or equivalent. Spirituality aids the process of developing the whole student and affects learning while shaping perspectives and academic pursuits. Tisdell (2001) argued that to "ignore an important aspect of human experience and avenue of learning and meaning-making" within the teaching and learning settings (dis)misses core and compelling processes for students. In that spirituality is drawn from "perspectives [that] are embedded within cultural group norms" and through relationships with family, friends, and sources of meaning (Cervantes & Parham, 2005), the authors' focus is on how cultural spirituality informs Latinx undergraduates' educational experiences and wellness processes. The article highlights how Latinx students' cultural spirituality is centrally positioned and implemented in Latinx students' daily interactions, yet rarely named and considered within higher education. Recommendations and practical implications are given for how university personnel can consider and broaden the notion of diversity for Latinx students.