We motivate and develop a theoretical framework for creating a distinctive Christian undergraduate management program that is directed toward providing (a) the necessary intellectual characteristics to do "well" and (b) the necessary emotional characteristics to do "good." This framework consists of seven propositions that connect the learning environment with proposed student and alumni outcomes. Within this learning environment, we discuss a concept that we define as "academic intimacy." We reason that the degree of academic intimacy influences the ability of students to develop the necessary intellectual and emotional characteristics. Key components of academic intimacy are (a) the pedagogical strategies employed, (b) the student/faculty ratio, and (c) the type of student. We argue that utilizing the pedagogical strategies of perspectival learning and experiential learning, reducing the student/faculty ratio, and attracting students who are more active and curious will make the learning environment more academically intimate. Since the learning environment is one component in the learning process in which the academe has significant control, the primary concern in designing an undergraduate management program must focus on these three components. (Contains 1 figure and 4 footnotes.)