This White Paper sketches out the many ways in which we have come to define and employ a pedagogy of belief and doubt in a variety of classroom experiences. As the title suggest, our findings are not definitive as they move “Toward a Pedagogy of Belief and Doubt” rather than espouse a uniform methodology. From its inception, this project was intended to examine the practice of believing and doubting in a range of subjects as a way to gain intellectual ground with our students. The project supported a number of college teachers in a variety of disciplines to revise their courses or create new courses with new pedagogies in mind. One of the goals of the project was to listen to, learn about and compare the diverse teaching and learning experiences across liberal arts institutions.