In an era characterized by religious and cultural diversity, the subject of Religious Education can be viewed as a central component in the pursuit of cultivating conscious, educated, and empathetic citizens who recognize the potential of a society shaped by this diversity. This study aims to contribute by examining, based on the experience and perspectives of four highschool teachers, the opportunities and challenges they encounter in promoting understanding and acceptance of others religious and worldview affiliations. Through four semi-structured personal interviews, the discussions primarily revolved around (1) the teachers varying views on the subject’s purpose, (2) which content and teaching methods are deemed effective and ineffective in fostering understanding and acceptance for others, and (3) the teaching strategies employed by the teachers when promoting acceptance and understanding in the classroom. The results reveal a broad variation in the approaches used to promote acceptance and understanding. A notable finding was that what one teacher regarded as effective in promoting these goals, another could consider as a barrier to achieving them. For example, half of the teachers preferred to present an insider and individual perspective of religion in their teaching, while the other half viewed such a perspective, more or less, as an obstacle in their pursuit of achieving acceptance and understanding of others. These divergent views appeared to stem from various factors, such as the teachers’ different pedagogical approaches, their varying interpretations of the purpose of the subject, their individual reading of curriculum guidelines, as well as the prior knowledge and attitudes within the student groups which they teach. Nevertheless, the teachers were unanimous in agreeing that the primary task of Religious Education is to promote acceptance and understanding of others. All teachers were also in agreement that classroom discussions, variations in interpretation in relation to religion, and a comparative and unifying perspective were to be preferred. However, the way in which these aspects were practically addressed varied among them. The variation in teachers’ practices and views on what is effective or counterproductive in promoting acceptance and understanding is regarded in this study as an asset, rather than a hindrance, to teaching aimed at achieving these goals. It is hoped that reflective and professional educators, engaging in the findings of this study, can translate the insights shared by the participants into their own teaching context and practices.