The influence of faculty on student academic and affective development is well-documented. Positive interactions with faculty are related to increases in student retention, GPA, and well-being, but less is known about how student-faculty interaction relates to students' spiritual development. Drawing upon faith development theory and considering relevant college impact theories, this study uses a national, longitudinal dataset to examine how in- and out-of-class interactions with faculty can predict students' spiritual outcomes in college, specifically students' meaning-making and spiritual quest, paying close attention to gender differences. Initial findings reveal that although students experience lecture pedagogies most frequently when faculty use student-centered and spiritual pedagogies in the classroom, both men and women show gains in their spiritual outcomes. Additionally, outside of class, when faculty encourage student spiritual exploration and act as spiritual role models, students are more likely to show growth in their spiritual quest and meaning-making outcomes. The conclusion explores the relevance of these findings for faculty, student affairs staff, and future research.