Scholarly interest in church-related higher education increased exponentially during the closing decades of the twentieth century. Religious and secular publishing firms offered titles that reflected theologically on the appropriate structure and function of higher education in contemporary life. By the end of the 1960s, both Roman Catholic and Protestant presses contributed numerous volumes to counter an academic climate that appeared increasingly indifferent if not hostlle to religious educational values. Wesleyan, Lutheran, Roman Catholic, Anabaptist, and Reformed voices were raised in defense of the viability of their colleges and universities. By the 1990s both particularistic and ecumenical conferences and workshops that focused attention on the mission of church-related higher education resulted in further extending the literature available on the enterprise of educating students Christianly. There is no doubt that the scholarly literature thus generated has galvanized and reinvigorated those engaged in church-related higher education. Hundreds of books and articles now available on various aspects of that vocation have sharpened the sense of mission and provided necessary theological and theoretical foundations for the work of church-related colleges and universities. Yet the most crucial aspect of the educational process has remained untouched by the scholarly reflection on religious institutions of higher learning. That overlooked area is what actually happens in the classroom. For while there are many excellent studies that examine pedagogy theoretically and theologically, there is no practical guidebook on strategies that might be used in church-related colleges and universities to incarnate mission and epitomize theological and theoretical reflection. Teaching as an Act of Faith seeks to fill that niche. Beginning with the assumption that the mission of church-related colleges and universities provides for the inclusion of spiritual values and concerns in the classroom, Teaching as an Act of Faith seeks to answer the question: How can religious issues be raised legitimately and sensitively in daily classroom practice? An ecumenical group of distinguished practitioners from fourteen of the most well-known liberal arts disciplines and from church-related colleges and universities in the Roman Catholic, Wesleyan, Anabaptist, Lutheran, and Reformed traditions, speak with their own voices to demonstrate how they have been able to address spiritual concerns in ways that comport with their own particular religious tradition, field of academic expertise, and institutional affiliation. Teaching as an Act of Faith provides a wide variety of practical teaching strategies instructive to both new and experienced liberal arts faculty members in church-related colleges and universities who desire to link religious values and issues more directly to their teaching. Not only will faculty members from disciplines as diverse as physics and English, history and mathematics find proven pedagogical strategies within their own disciplines, they will also discover that innovative strategies noted by contributors from other liberals arts disciplines are eminently transferable to their own areas of teaching expertise with a minimum of effort.