Fr. Stephen Reilly and Prof. Roisín Coll, specialists in the field of Catholic education, in their co-authored chapter Footprints by the Sea: Pathways Into Teaching the Catholic Intellectual Tradition, describe the advantages of engagement with Catholic Social Teaching for the master’s-level preparation of qualified teachers for the Scottish Catholic state school sector. The authors argue that Catholic studies encompasses both historical/sociological study of the Catholic Church (mainly in the United States), and engagement with the Catholic Intellectual Tradition, including Catholic Social Teaching. This study traces the influence of the latter strand on recent academic initiatives in the education faculty of a historic Scottish university. In response to government policy which strives to make teaching a master’s-level profession, the St Andrew’s Foundation at the University of Glasgow—which has an exclusive mission to provide suitably-qualified teachers for the large Catholic state school sector—has developed two academically-rigorous honors-level courses: a summer school at the Royal Scots College in Salamanca, Spain, and an honors-year elective course on the theme of Catholic schools and contemporary issues. The former studies the art, architecture, and poetry of Golden Age Catholic Spain, while the latter applies Catholic Social Teaching and educational philosophy to areas such as migration, LGBT rights, poverty, and environmental education. The chapter outlines the courses’ aspirations to foster master’s-level study of Catholic education among Initial Teacher Education (ITE) students, while analyzing the impact of the Catholic Intellectual Tradition on the courses’ aims and pedagogies. It concludes by evaluating how the richness of the course materials can be shared with a wider audience of aspiring ITE students and Catholic teachers beyond those who choose these optional courses.