This chapter proposes an understanding of learning religion as a sociocultural practice, which relates the learning processes at school to the everyday routines and practices pupils experience at home. It is argued that a misfit between experiences made out of school and learning environments in schools is one of the main challenges for successful and meaningful learning. This claim is elaborated on in the first step based on Pierre Bourdieu’s sociology of education and Emirbayer’s and Mische’s model of agency. A theoretical model of learning religion as a sociocultural practice derived from this theoretical discussion will be illustrated and specified in a second step within the context of religious education in Germany. The chapter ends with four pedagogical consequences that follow from understanding learning religion as a sociocultural practice and concern the issues of pedagogical theory, teacher training, pupils’ agency, and pedagogical instruction.