Debates over what and how students should learn have become highly polarized in recent years, with educators increasingly at odds with religious conservatives in battles over curriculum, literature, teaching methods and school improvement efforts. This work focuses closely on activists in the Christian fundamentalist movement, explaining why they object to particular educational policies and practices and exploring ways that educators might respond. It also examines differing religious and ideological traditions, addressing issues of church and state separation and suggesting ways that educators might accommodate diversity in religious views, including teaching religion.