With varying sources recognizing significant religious shifts in recent years and years to come, teachers are faced with the task of developing curricula that include religious discussions more than ever before (Banks & Banks, 2004). At the same time, in our increasingly multicultural world, we are teaching to a more religiously diverse student population than ever before.

This paper will articulate an investigation that is two-fold: first, the authors will gauge how educators employed at public K – 12 schools engage their students in discussions and activities pertaining to religion while upholding all legal and constitutional guidelines, and second, to relate what Teacher Education Programs (TEPS) may/may not be doing to prepare pre-service teachers for designing curriculum with the increasing religious shifts in mind.