This study was designed to examine teaching practices at Fuller Theological Seminary's graduate psychology program, using secondary analysis of existing data. Lee, Shields, and Oh (2008) collected data from approximately 300 students who evaluated the helpfulness of 18 different instructional methodologies used at Fuller, and answered questions about campus climate. The present study was designed to compare student responses across graduate schools of psychology and theology, as well as cultural background. Culturally and linguistically diverse students (CLD), as defined by primary language, country of origin, and ethnicity, differed from non-CLD students by rating interactive teaching methods as less helpful than did CLD students. Psychology and theology students also differed; the former indicated that their professors encouraged diversity in the classroom more frequently, possibly reflecting the influence of APA guidelines. Overall, there are no clear pedagogical policy implications; further research is needed with a more diverse sample and more sensitive measures of academic success. [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.]