In Chapter 6 , I presented the dogmatic religion classes being taught in four schools in both Palangkaraya and Yogyakarta. The curricula of religion classes to some extent explicitly and implicitly incorporated the teaching of religious diversity and tolerance. It was up to the teachers, however, to design the learning content and processes in the classes that students would experience. The teachers’ conceptions of religious tolerance signifi cantly infl uenced their teaching practices. Overall, teaching instruction suggested that there is only one truth that exists and offers salvation. Other religions and religious others have the right to exist and to be respected to the extent that there is no compromise in religious beliefs and worship. Teachers were reluctant to develop students’ critical thinking with regards to what they believed in, and in general, they were closed to other possible interpretations of religion.