The purpose of this study is to analyze how subject teachers in religious education at the secondary and upper secondary school levels reflect on the meaning of controversial issues and how they address these in their teaching. The study was conducted using semi-structured interviews with nine religious education teachers. An abductive approach characterizes the study, which aims to arrive at more reasonable explanations through comparisons and pattern findings in previous research and theory. Therefore, the study involved a constant comparison between empirical findings and the theoretical framework, which is based on the discussion of what constitutes controversial issues and how these issues should be handled in education. The results indicate that the interviewed teachers agree that controversial issues are dynamic, should be approached from multiple perspectives, and that such a strategy should aim to promote skills essential for a democratic society. However, there are differing opinions among the teachers regarding the expression of their own viewpoints and the emphasis on a particular opinion as the correct one. The study contributes more practice-oriented findings to the discussion upon which the theoretical framework is based. After the analysis, large parts of the theoretical framework were therefore questioned.