The author shares the results of her research with focus groups of Christian, Jewish, Muslim, and atheist students who discussed their religious and spiritual beliefs with her and with each other. She offers these students' words in order to encourage other educators to consider hosting similarly structured conversations and to think about the role of faith identity in learning during the college years, as well as how religious privilege, of which many students are keenly aware, affects the campus environment. She also describes the identity development, learning, and personal challenges that foster student development, and introduces the concept of "faith frames," the lenses through which students see the world. These faith frames are linked to students' awareness of religious marginalization in society.