This quantitative research study measured self-reported spirituality of student affairs professionals, practices of student affairs professionals in regard to integration of spirituality into their work, and predictors of holistic, spiritually-infused practice of student affairs professionals. The independent variables were demographic and work environment characteristics, spirituality, graduate school curricula, and mentoring experiences. The dependent variables were Community Building, Modeling Authenticity, Reflective Practice, and Focus on Students' Personal Development. The survey was developed utilizing pre-existing scales from the Higher Education Research Institute's national student and faculty studies, scales developed by Seifert and Harmon (2009) and two newly developed scales, graduate school curricula and mentoring experiences. The theories of Fowler (1981), Parks (2000), and Tisdell (2003), together with the concept of holistic student development provided the theoretical foundation for this dissertation. Demographics and graduate school curricula were not predictors of holistic spiritually-infused practice. Mentoring and several individual spirituality scales were predictors of holistic, spiritually-infused practice. Student affairs professionals exhibited low levels of spirituality and religious interest. The findings from this research indicate that there is a gap between the espoused goal of holistic student development and the actual practices of student affairs professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]