Evangelicals at large, as well as those studying for ministry in certain institutions, are less likely than those in other Christian traditions to make connections between personal spirituality and the wider social sphere. This study is of particular interest to educators and theological institutions dedicated to advancing more socially engaged forms of spirituality. The conceptual framework integrated the sociological constructs of individualism, Wesleyan spirituality, and theological education. This phenomenological study explored through interviews the perceptions and lived experience of spirituality in relation to wider social engagement. Participants included 10 recent (1-7 years) ministerial graduates (3 females and 7 males, ages 23-55) of an undergraduate evangelical Wesleyan college who had a degree in pastoral ministry and are currently serving the public. Three research questions queried how the participants perceive the essence of spirituality and its connection to wider social engagement. Analysis followed the methodology of interpretive phenomenology. This included reading and coding interview transcriptions and identifying descriptions of the participants’ meanings of socially engaged spirituality. Nine themes emerged which indicated that the participants practiced an interpersonal form of spirituality limited in its perception and engagement with wider social issues. Recommendations for theological educators suggest ways that they can promote theological learning environments that encourage a socially engaged spirituality through examining their spiritual heritage. Institutions that follow these recommendations will implement positive social change through graduating ministerial leaders with a holistic, socially engaged spirituality who can address wider, systemic social problems.