This essay examines an approach to teaching theology in which “asking and feeling” are equally important concerns. It is argued that courses in theology can be structured in ways that eliminate the cognitive-affective dichotomy, while providing experiences whose motivational appeal enhances dialogue and the prospect of individual growth. Special attention is given to: (1) ways of structuring the classroom experience so that students become responsible for their own learning; (2) activities designed to enhance the self-concept; and (3) methods for developing interpersonal communication skills that promote effective group discussion.