This qualitative exploration examined teacher perceptions concerning the integration of values within teaching and learning at Mukono Christian University (a pseudonym). The research set out to address four critical research questions: (1) What are the perceptions of teachers regarding the integration of values into teaching and learning at Mukono Christian University?; (2) What challenges, if any, do educators and learners face in the integration of values into teaching and learning at Mukono Christian University?; (3) What institutional policies have been developed to encourage the incorporation of values into teaching and learning at Mukono Christian University?; (4) What is the relationship, if any, between values and course outcomes at Mukono Christian University? The research embraced a phenomenological approach, gathering data through interviews with a diverse cohort of MCU teachers. A total of 26 interviews were analyzed to discern key patterns, themes, and implications in the interviews. The findings illuminated that teachers generally held positive perspectives regarding the incorporation of values. They acknowledged the profound impact of values in shaping students' character, behavior, moral reasoning, and critical thinking skills while preparing students for their forthcoming roles in society. However, educators also encountered various challenges during the integration process, such as the need for additional training, limited resources, and time constraints. Distinct institutional policies to encourage the assimilation of values were identified, encompassing the advocacy for a value-based curriculum, the establishment of ethics committees, and the implementation of dedicated values education programs. Nonetheless, teachers expressed divergent opinions concerning the effectiveness and execution of these policies. The implications of the research findings underscored the significance of continuous training and support in values integration for teachers, strategic resource allocation, and adept time management strategies. Additionally, it highlighted the importance of aligning institutional policies with effective implementation strategies. In essence, this research contributes significantly to an understanding of teacher perceptions, encountered challenges, institutional policies, and the interplay between values and course outcomes in the context of MCU. The findings provide valuable insights for educators, policymakers, and researchers, facilitating the enhancement of values integration efforts in teaching and learning environments and ultimately fostering a values-driven educational experience both at MCU and beyond. [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.]