This paper examines the assumptions underlying the "integration of faith and learning". While the integration metaphor has been central to the unique mission of Christian higher education, it presents some challenges. I suggest an alternative approach: the ontology (or essence) of faith and learning. The primary challenge changes from combining worldviews to articulating unfolding, a priori, relationships. This process of articulation is more consistent with literature in education, the sociology of knowledge, and cognitive development. The implications of this change in metaphor are explored in terms of curricular structure, outcomes assessment, faculty development, and classroom pedagogy.