Recent research and practice reveal that there are two skills in the moral realm that higher education is not adequately addressing with students. The skills involve the ability to identify moral dilemmas and the ability to understand and delineate conflicts between competing moral practices, traditions, and identities while exploring life's meaning. In this article the author sets forth a solution for helping students think in more comprehensive ways about moral frameworks connected to identity roles as well as moral traditions that help envision the good life as a whole.