Respecting religious diversity while also staying true to the role of faith in theological practice remains a challenge in contemporary education. This is made more complex by the role of learning outcomes to assess student learning. This article first emphasizes the role of faith in theological discourse and then raises questions about the nature of learning outcomes. As they are generally applied, learning outcomes have difficulty accounting for faith and might not lead to the contextual and relational learning that are strong motivators for student success. Finally, it is recognized that the globalized world provides a setting where relationships are vitally important. When theology and educational theory take relationships seriously, it becomes possible to conduct theology in an authentic way while also adapting to what current research suggests are best practices concerning learning outcomes.