American Christian higher education has undergone a transformation in ideology since its inception in the Colonial Period. Christian service by students was originally attributed to the manifestation of one's love for Christ, but with successive eras, there has been a secular shift in worldview and discourse as well as service motivation from the triad of God, man, and others to the dyad of man and others in many Christian higher education (CHE) institutions. Absolute truth has also been replaced by postmodern relativism. This dissertation was a basic qualitative study used to evaluate participants' perceptions of student motivations for service within the CHE environment. Initially, an online questionnaire was sent to prospective participants, and they were encouraged to forward the questionnaire to others who may qualify for the study using a snowball sampling design. These questions were primarily close-ended and were intended to be a screening tool for participants who met the qualifications of the study. Seven participants from the initial group agreed to continue the research and were invited to complete the second part of the study. An open-ended follow-up interview was conducted with these participants to analyze their perceptions of their educational experiences at their respective CHE institutions regarding the incorporation of Christian service motivations in curricular and extracurricular activities. The results of the study indicated (1) the mission statement was not a primary factor in enrollment for most students; (2) the Integration of Faith and Learning was an essential part of the curriculum experience at the undergraduate but not at the graduate level; (3) service in vocations was primarily based on intrinsic values; and (4) faith identity development was linked to student engagement. Recommendations for practice and further research identify the need for a cohesive plan to identify Christian service and incorporate this concept into the mission statement, the classroom experience and extracurricular activities of all CHE institutions. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]