Results compiled from several studies indicate that college students place significant personal emphasis on matters related to spirituality. Compiling students' responses from the author's 2003 pilot study, subsequent focus group interviews, and the 2004 national survey, along with faculty's responses from the 2004-2005 Higher Education Research Institute (HERI) Faculty Survey, the author and her team sought insight into several questions: To what extent do college students perceive themselves as spiritual beings? What role, if any, does spirituality play in their lives? What expectations do students have for their college or university with respect to facilitating their personal and spiritual growth? What perspectives on spirituality and higher education do educators commonly hold? Do those who are spiritually inclined approach teaching and learning differently than those who are not? How can campuses best respond to students' developmental needs within this realm? Why does all this matter anyway? Through their conversations with students, faculty, and administrators and from their analysis of national data, it is apparent that for students and educators alike, spirituality shapes the perspectives brought into educational settings and the values placed at the center of academic pursuits. This article highlights selected findings from the author's research to date, considers how the spiritual dimensions of students' and educators' lives may affect teaching and learning within the academy, and offers reflective questions for educators, along with ideas for how campuses might incorporate spirituality into undergraduate education. (Contains 10 notes.)