This dissertation seeks to design an applied form of Dialogue Education with Chinese Characteristics to be used in the house churches of Northwest China to facilitate missional engagement of Post-2000s generation university students. This study emerged from the gap between the storied Chinese house church revival and the lived experience of university students in Northwest China and the desire of cross-cultural workers to partner with the house church to missionally engage the Post-2000s generation in contextually appropriate ways. Part I surveys the literature on Dialogue Education and missional engagement for areas of resonance and resistance from the contexts of Chinese education, Chinese house church culture, and Confucian Leadership. Part II utilizes surveys, interviews, and essay questions to describe the feelings, values, and beliefs of Post-2000s university students, focused especially on their perceptions of leadership, learning design, and identity. Analysis of field research data surfaced findings in these aspects of Post-2000s worldview, as well as three key relationships, generational values, and the ways in which they see themselves as both traditional and non-traditional. Part III concludes that an adapted form of Dialogue Education can serve as a valuable methodology for use in house church partnerships, presenting important areas and methods of adaptation, and culminating in a detailed outline for designing a DE application within the house church. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]