Clinical Pastoral Education (CPE) programs play a critical role in the development and training of spiritual care professionals. These programs are designed to teach both practical clinical skills and to support CPE students in reflecting on and developing their own values, identities, and approaches to patient care. This paper explores the curriculum goals and educational priorities of the UC Davis CPE program as a case study for understanding the priorities that shape the formation of spiritual care providers at secular, public institutions where students are expected to support patients from diverse cultural and spiritual backgrounds. It investigates the curriculum’s balance between clinical and interpersonal skill development, personal formation, and interfaith competency, as well as the distribution of time between didactic instruction and clinical practice. To understand these priorities, the research draws on interviews with current faculty members and program alumni. Faculty and alumni perspectives will be analyzed in conversation to identify common themes, differences, and points of alignment or tension between stated curriculum goals and lived training experiences.