This session explores dynamics created when religious values arise in the student-teacher relationship. We will examine how and when teachers, whether spiritual, religious or irreligious, engage with students on matters of spirituality, faith or religion. We will consider several questions, whether and how a teacher should disclose and explore the teacher’s own convictions and motivations, whether a teacher should encourage students to disclose their own spiritual or religious motivations, and whether values related to spirituality, faith or religion should be explored explicitly or confined to secular value systems. The presenters will discuss these questions using real-life scenarios and hypotheticals, engaging participants and each other with critical questions and role-playing, reflection or role-examination. This session will include “takeaways” designed to equip participants to (1) better identify their own motivations, biases and implicit influences; (2) help students when they are considering their own spiritual, faith, or religious values during the course of their work; (3) deepen cultural competence for both clinicians and students related to religion, theology, moral philosophy, political theology and spirituality. We also will distribute a bibliography of suggested readings.