Hoping for improvements in teaching religion and religious values to adolescents, a dynamic life style approach was deemed useful in designing a curricular model for what is known as spiritual training. To this end, a set of 77 constituents of such a model were initially deduced from a systematic review and content analysis of available resources. Elements such as foundations, goals and objectives, content, teaching methods, time and space, evaluation, family, teacher’s and learner’s roles, challenges and approaches constitute this model. In the process of constructing this model, it was discovered that training in spirituality is not like and parallel to other trainings, wherein specific topics and courses are taught. It is more of an extracurricular activity that can be incorporated within other courses.