This article presents the results of a study conducted in a Christian teacher education program that describes students’ perceptions of the integration of faith, learning, and practice in one elementary methods class. The study answers the following questions: 1. How did students in this class define the integration of faith and learning? 2. Is there consensus among students as to whether or not faith and learning were integrated in the class? 3. What specific examples of faith-learning integration do students identify from the class? 4. How do students perceive the relative value of different experiences in helping them integrate Christian principles and professional practice? 5. Did the occurrence of faith-learning integration help students outside of the class being studied? Data were collected from three sections of an elementary teaching methods course taught by the same professor between Fall Semester 1999 and Fall Semester 2000. Data were aggregated for analysis. The student responses help us understand their perceptions of the unity of truth within the context of an elementary education course. The study provides tentative evidence of which types of learning experiences are efficacious in helping students integrate faith and learning. © 2003, Taylor & Francis Group, LLC. All rights reserved.