<p>In simple, general terms the two conversation hypothesis is premised on different perceptions of the same educational reality. The first conversation is more of an official position buttressed by documents and high expectations of educational bureaucracies and ecclesial authorities. The second conversation is more grounded in the lived experience of educators working directly in schools with teachers and students. The two conversations often occur in isolation, thereby, curtailing a more fruitful, consequential dialogue directed toward improving the quality of Religious Education (RE) and other related issues in Australian Catholic schools. To illustrate the two conversation hypothesis, two narratives will be offered as a way of presenting rich conceptual themes in a more engaging way.</p>