The purpose of this study was to understand the factors leading to college students' spiritual development at a secular institution. I examined student perceptions to determine the factors that facilitated their individual personal growth. A Grounded Theory approach was used because I sought to explain how students use their social, relational, and emotional experiences to impact their spiritual development. Relationships, mentoring, or reading created disruptions in routine thinking. The data suggested that for students to experience growth in their spiritual identity, they must undergo a trigger disrupting their normal thinking patterns. Eighteen students were interviewed for this project. The students were members of a nationally recognized, faith-based student organization recognized at the two institutions of higher education. Analysis of the data was conducted using techniques suggested by Saldana (2013). These techniques included data layout, pre-coding, preliminary jottings, coding contrasting data, and lumping the data. The data led to the development of what I have termed the Reflective Disruption Model. The Reflective Disruption Model emerged from the vertical structure that was built from the themes of context, choice, and change.