The purpose of this study has been to investigate how junior high school students perceive being taught by a religious education teacher with a religious belief, as well as how these perceptions can be interpreted based on the concepts of learning from religion. The study is based on a qualitative method where semi-structured interviews were conducted with twelve students from junior high school. The material has been analyzed using thematic approach called Jacksons interpretive approach (2009), and the theory of learning about and from religion (Grimmitt, 1981), and these has served as a framework for interpretation in this particular study. The results show that students are generally positive towards being taught by a religious teacher, as long as the teaching is conducted in a neutral and inclusive manner and also especially with a correct representation. The students emphasize that a religious religion teacher can contribute the ordinary teaching with personal experiences that make the teaching more vibrant, but they also stress the importance of balance to avoid feelings of bias and missrepresentation of any religion. Several students believe that a teacher's religious faith can deepen the understanding of religion as a lived experience rather than merely as academic material. The study provides insights into on one hand how students feels to be educated by a religious religion teacher and also does it provide new insights of how religious education can be developed in a pluralistic and democratic society where a teacher's religious background is not necessarily an obstacle – but can be a resource, provided that professional ethical principles are upheld.