AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the profession, and increasing cultural diversity of the school population, attention to issues of integration of faith and work may be limited. The present study provides insight into how preservice teachers, graduates of a teacher education program, and teachers in Korea view the integration of their faith with their professional lives. Teachers report various ways in which they draw upon their own faith, and they suggest that the examination of moral dilemmas from a faith-based perspective has been largely ignored in an effort to prepare candidates to function in religiously neutral environments. They also indicate that the examination of case studies and scenarios for moral and ethical implications may be of value to them as they seek to live out their faith in culturally sensitive and appropriate ways.