This qualitative case-study investigates the perceived impact that interactions with otherness—primarily other faiths—at evangelical college campuses may have on student faith development at two evangelical Christian universities. The purpose of this study is to observe, identify, and describe interactions that students have with other faiths at two evangelical colleges and discern the perceived impact these interactions have on student faith development. The primary forms of data collection include interviews, field observations, and document analysis for the intended purpose of answering five questions in the context of both institutions: (1) How do students, faculty, and administrators define otherness as it relates to their faith? (2) To what extent and in what ways do students attending evangelical Christian colleges interact with otherness during their college years, and what is the nature of these interactions? (3) In what ways do faculty and administrators seek to provide opportunities for students to interact with otherness? (4) How do students, faculty and administrators perceive that these interactions with otherness impact student faith development? (5) What opportunities exist at these evangelical institutions for students to engage with otherness, why do these opportunities exist, and to what degree do the researched institutions value these interactions? The conclusions reached for this study highlighted: (1) the importance of engagement with otherness to faith development; (2) the presence at two evangelical universities of a complex milieu of postures towards engagement with otherness; (3) the negative effect of an enclave mentality; (4) the possibility that constructive engagement with otherness is a part of the null curriculum at evangelical universities; (5) the significance of purpose and posture to evangelism; (6) and the importance of qualitative methods in faith development research. Implications for practice and policy include (1) adding constructive engagement with otherness to explicit curriculum; (2) infusing core and co-curriculum with constructive engagements with otherness; (3) encouraging engagement with otherness among institutional leaders; (4) intentionally supporting students who are 'other' at evangelical institutions; and (5) using qualitative research methods to assess the faith development of college students.