What would it mean to teach theology inductively? This presentation will report from an experience conducting an introduction to Christianity with university students in Germany, which took an inductive theology approach. Rather than beginning deductively or with the Christian traditions from a historical perspective, theology and Christian faith in digital settings in the present was taken as the point of departure. The question was posed to students: if you knew nothing about theology and Christianity, except what you encountered in digital settings, platforms, and technologies, what would you think Christianity is? Students were introduced to the theory and methods of grounded theory, as well as to the fields of digital religion and digital theology. Then with the guiding question in hand, and equipped with these methods, students were tasked with creating an inductive-descriptive social media post describing the Christian self understanding of a particular instance of Christian expression in digital settings. This inductive post was then further developed in a second-analytic post which attempted to set that Christian expression into the context of various Christian traditions. Strengths and weaknesses of this pedagogical approach will also be reflected upon in the presentation, in a first attempt to sketch, the broad outlines of a possible inductive theological pedagogy.