Efforts by Christian colleges to integrate faith and learning in communication courses through conscious and direct planning are based on several questionable assumptions: that faith must be learned through the intellect, that all evangelical Christians share the same theological roots, and that interpersonal communication can be taught like any other subject. Faith can be viewed, however, in two ways--as a series of propositions or as an intuitive experience. The validity of both approaches is substantiated by current research in cerebral dominance. Injecting preplanned, conscious faith/learning integration into courses might destroy the possibility for more spontaneous, incidental learning. The Christian College Consortium represents not a uniform view of faith, but a variety of approaches reflecting different theological roots, and although the cognitive/propositional approach appears to dominate, Quaker writings offer support for incidental faith/learning integration through their emphasis on immediate revelation. While some teachers may prefer preplanned and conscious approaches, other teachers are by nature, personality, or philosophical commitment more at ease with the incidental mode. The communication classroom itself appears particularly suited for this mode. A valid means of integrating faith and learning, the incidental method should not be eliminated from the interpersonal communications classroom. (MM)