The purpose of this study was to explore the formative role of personal and professional discipleship experiences on exemplar faith-integrating professors at a Christian university in the Southeast. Wenger's (1998) social theory of learning was the theoretical framework for the case study, and Mason's (1925/1989) instruments of education were the conceptual framework. The research questions were: How does an exemplar faith-integrating professor develop a lens of teaching through faith integration? How were and are exemplar faith integrators discipled personally through the church? How were and are faith integrators discipled professionally through the Christian college or university? The case study included nine participants representing eight different academic disciplines from one Christian university in the Southeast. Structured interviews were the central data point with document analysis and observational field notes for triangulation. In vivo coding, focused coding, and theming were utilized for data analysis. Results found that both personal and professional discipleship applied the social learning components of meaning, practice, community, and identity. The answers to the two sub-questions answered the central question: an exemplar faith integrator develops a faith-integrating lens of teaching through the social learning of discipleship and through the three instruments of discipleship -- atmosphere, discipline, and life. [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.]