This essay addresses the importance of in-class exercises that intentionally lead students into moments of self-encounter, and demonstrates how theology classes can incorporate such exercises. It does so by outlining three specific examples from three different class settings. These exercises facilitate students getting to know themselves deeply as subjects who develop their own authentic theological reflections. While not disregarding the importance of honing students' learning abilities and academic competence, these exercises nevertheless reflect an integrated approach to theological education, one that engages with students as complex human beings who bring not only their brains to the classroom, but their emotions, wounds, and life experiences.