The Diploma in Ministry program of the Montreal School of Theology mirrors the third year of the M.Div. program (which is sometimes referred to as the In-Ministry Year). Most courses in the Diploma in Ministry program are taken within the Montreal School of Theology, with some courses also taken in the denominationally specific colleges. The following represent the key components of the Dip. Min.

Pastoral Care and Counselling: Introduction to the basic skills of pastoral care, and exploration of the particular gifts and challenges the student brings to this ministry.

Principles of Preaching: This year-long course focuses on the fundamentals of sermon preparation, exegesis for preaching, developing a message, and sermon structure. It also includes a preaching tutorial component in which students present sermons for feedback and reflection.

Mission: Explores the scriptural and theology foundations of mission and examines the significance of context for the life and mission of the church, with a focus on congregational mission.

Congregational Leadership: Provides students with lenses to study the congregation, and explores the various dynamics of leadership, particularly in the context of ordained ministry.

Education and Formation: Examines educational theory, theology and practice, and develops skills and knowledge for ministerial leadership in faith formation and education. The third section of the Integrative Paper is also completed within the context of this course.

During the course of their program, students in the Diploma in Ministry program are required to participate in an intercultural learning experience that brings them into dialogue and conversation with Christians and others from other cultural backgrounds. Historically this study tour has taken students to Mexico or Cuba for encounter with local congregation members, church leaders, theological students, and community organizations.

This intercultural learning experience is an important part of the ministry of the Montreal School of Theology, both in terms of its educational and transformational potential, but also for the role it plays in connecting the school with Christians in other cultures. Other Canadian participants from outside the MST context may also participate in the experience. This diversity of faith perspective and life experience greatly enriches the quality of the learning, reflection, and sharing that take place during the intercultural learning experience.

The primary goal of the intercultural experience is to have students reflect on the Christian gospel outside of their own context – as a basis, also, for reflecting on these within their own context.