This qualitative action research study evaluates the degree to which heutagogical principles and practices enhance spiritual growth at a local church level in the Australian context. In heutagogical learning, the learner determines the content, pathway and assessment of learning. Traditional mentoring in the church context is well documented. Coaching is not as well documented. The benefits of heutagogical learning are voluminously documented in various industries and educational contexts. There currently exists no literature or research linking heutagogical learning and spiritual growth. This research will address this gap. Coaching, as distinct from mentoring, forms the bridge to heutagogical learning in the church context. This research will use an original model developed specifically for spiritual formation. The need for this research is clearly shown by the latest statistics regarding the Church’s declining place in society. Also, the diversity regarding spiritual growth across various Christian traditions necessitates a model that is non-denominational and suitable for a variety of individual circumstances. The linear assumption behind many current models hinders learner-centricity and stewardship. A new definition of spiritual growth is warranted. To be fully heutagogical, the role of the mentor must morph from teaching to facilitating.