In public institutions, there is an assumption that religious neutrality promotes inclusivity, but this assumption does not negate the existence of religiosity and spirituality that permeates the lives of students. Emphasizing the value of a diverse student body cannot stop at merely establishing racial and ethnic diversity. Indeed, cultural diversity often has a religious or spiritual element that is overlooked in favor of adding diverse ways of thinking to a classroom or campus. Faculty, as a result, have diverse classrooms that may include students with any number of religious or spiritual backgrounds, and they are not always able to manage such diversity in a way that promotes positive learning for all students. This article argues that institutional responsibility for student religious or spiritual needs should be met through opportunities to facilitate dialogue about and between faith and spiritual traditions, institutional accommodations that support religious diversity, fiscal support for student organizations, appropriate classroom management, and inclusive learning environments and policies.