The development of doctoral students in religion and theology as educators whose approaches to teaching and learning integrate questions of meaning and value drawn from course content, student experience, and the world outside the classroom presents challenges not fully addressed by traditional models of professional career development for future faculty. The GTU’s Preparing Future Faculty Project applied an alternative vocational development model over two semesters of work with teams of doctoral students and faculty mentors in order to consider factors which encouraged a central pedagogical and professional focus on “big questions” of meaning and value. This report describes the GTU’s experience with this integrated, experiential and relational vocational model. Among other findings shared in this report, our project showed peer-to-peer engagement in the context of faculty mentoring and structured institutional support as critical factors in the vocational development of future faculty as “teaching scholars” committed to engaging questions of meaning and value in the classroom.