The purpose of this study was to understand the perspectives of clinicians and social workers providing clinical services to religious and spiritual African American students at various universities and colleges in the United States to understand their perspective when providing clinical treatment to spiritual and religious African American college students on college and university campuses. This study utilized a grounded theory approach using thematic analysis. Each participant participated in semi-structured interviews. Thematic analysis was the chosen data analysis method to identify themes that emerged from the data. This study included 12 participants (n=12) who work as social workers, psychologists, and professional counselors who provide clinical services to spiritual and religious African American students at universities and counseling centers in the United States. The method utilized to identify participants was purposeful sampling and snowball sampling. Ten themes emerged from the data set: (a) Clinician Self-Disclosure, (b) Stigma, (c) To Cope, “Just Pray About It,” (d) Fear of Rejection from Family, (e) Reconciliation of Sexual Orientation/Identity, (f) Empathetic Probing, (g) Benefits of Utilizing Faith-Based Organizations, (h) Sense of belonging, (i) Open Communication Amongst Providers, and (j) The ‘Clinically Trained and Educated Chaplain.’ Results of this study demonstrate that clinicians can help students honor their religious and spiritual beliefs while also helping them navigate the challenges that arise when these beliefs conflict with their identity, attitudes toward clinical treatment, and other challenges faced in the college and university setting. Clinicians can also collaborate with religious and spiritual groups and leaders to assist with helping spiritual and religious African American students deal with these challenges. One implication for clinical social work practice is engagement and the clinician’s responsibility for seeking to understand the worldview of the student who identifies as spiritual and religious. Another is incorporating the student’s religious and spiritual beliefs in the assessment and treatment process and understanding their background, family involvement, stigma, and other issues that arise in the therapeutic space. In addition, social workers and clinicians should also find ways and opportunities to educate and collaborate with chaplains and faith-based organizations on college and university campuses.