This paper examines the need for content knowledge as a foundation for teacher training in religious education. It argues that in educational models of religious education, where the emphasis is on a strongly cognitive approach, either in secular or denominational contexts, significant demands are made on teachers. Without adequate content knowledge teachers find it difficult to teach in an engaging and informed way. Two illustrative Canadian examples are provided, which highlight the cognitive demands of religion courses in both Catholic and secular schools. In light of this some recommendations are made as how best to match the requirements of the formal curriculum with the content knowledge of teachers
