This study is a narrative inquiry into the stories of four teachers in a Christian school. It used a Deweyan-inspired aesthetic framework to analyze how teachers in Christian schools conceptualized and enacted the connections between their Christian identity and their practice. By exploring the relationship between faith and teaching, this research contributes to the ongoing discussion in Christian education about what it means to teach Christianly. It also considers whether the act of narrating their stories had an influence on teachers' self-concept and/or their practice; possibly highlighting a potential use of narratives in teacher education and development. The study concludes that Christian teachers in this study conceptualized the faith and teaching relationship in personal terms through their dispositions and understandings as teachers; relationally, in their interactions with students and colleagues; and pedagogically in the understood purpose behind all that they do as teachers. Moreover, the extent to which they comprehended and enacted the faith and teaching relationship was impacted by the training they received regarding Christian education and their personal wrestle with the idea of teaching Christianly.