This scholarly personal narrative explores the experiences of a graduate-student turned tenure-track faculty member engaging religion and spirituality in the curriculum. Using autoethnographic methods, the author reflects on his curricular experiences in a student affairs master's program at a faith-based institution and his early career experience (not) teaching religion and spirituality at a public university and faith-based university. The author encourages faculty in student affairs graduate programs to contemplate their pedagogical approach to religion and spirituality in the curriculum as well as the presence (or absence) of religion and spirituality in master's programs in student affairs.