This article focuses on how spirituality connects to cultural identity and how it relates to culturally responsive teaching in higher education. It focuses on the development of a culturally responsive epistemology that suggests research and teaching is both a spiritual and intellectual pursuit. For critical multicultural teaching to have transformative power, it must engage in and help learners explore and reclaim their cultural identity. This process often touches on the spiritual, as it engages students' cultural imagination and creativity. I conclude by offering specific suggestions for practice.