Although the integration of faith and learning presupposes a learner, little theoretical work has addressed the role of students in faith-learning integration. Moreover, many students perceive faith-learning integration to be the work of teachers and institutions, suggesting that for learners, integration is a passive experience. This theoretical paper proposes an active, critical-thinking skills model for the conduct of faith-learning integration that may guide teachers in developing courses that support students in developing the skills needed for independent faith-learning integration. (Contains 1 figure.)