There are many shades and nuances in the debate about faith and science. According to Ian Barbour, the multitude of positions can be reduced into four distinct categories: ‘conflict’, ‘independence’, ‘dialogue’ and ‘integration’. In this chapter, we discuss this four-way division, elaborate on the main critics and examine the implications for religious education (RE). What kind of RE is to be preferred if one holds that science and religion cancel each other out, are fundamentally different, should dialogically engage or can be mutually integrated? And what are the implications of these positions for liberal education (LE), which aims to prepare children for an autonomous life in a democratic society, provides them with the best available and objective information and learns them the skills of critical thinking?