Although sexuality has been a component of religious education (RE) in schools in Sweden since its inception in 1955, the subject can occasionally be perceived as sensitive or even controversial by some. In the current syllabus for the mandatory religious education course in upper secondary school (Religionskunskap 1), it is stated that one aim of the subject is to develop knowledge about sexuality and gender in relation to religions (The Swedish National Agency for Education, Ämnesplan Religionskunskap, 2011). Moreover, in the 2022 curriculum revisions in Swedish schools, the domain previously referred to as sex education was rebranded as “sexuality, consent, and relationships”, and, is intended to be integrated across all school subjects (The Swedish National Agency for Education, 2024b). Through the RE syllabus, and the new policy, all RE teachers are responsible for the teaching of sexuality, consent, relationships, and gender (SCRG). In this study, individual and focus group interviews were conducted with 28 upper secondary RE teachers, where they reflected on and provided information about their past, present, and future teaching. The interviews have yielded varying perspectives among teachers, where they express both challenges and opportunities with the task. Moreover, some teachers regard the inclusion of sexuality in RE as necessary and inherent, while others express more skeptical viewpoints and find the task somewhat problematic. The teachers also employ diverse methods in their teaching, depending on their knowledge and previous experience. This text aims to give insight into teachers’ views, experiences, and realities in the teaching of sexuality, consent, relationships, and gender in Swedish religious education. It also explores whether the inclusion of these topics in RE is considered controversial. The findings offer valuable insight for research in religious education , RE teachers, and policy makers.