Changes in particular subjects in one national curriculum can be seen as comments on and interpretations of broader educational trends. ‘Deep Learning’ became a key policy term in an educational reform in Norway in 2020 and a vehicle for new ideas about the nature and purpose of education, emphasising relevance and Big Ideas. In Norway, the reform stimulated explorative and enquiry-based approaches to the study of Religion and Worldviews in schools, including interdisciplinary topics, drawing on ‘deep learning’ as a central policy term. In this chapter, we discuss these developments and the implementation of new approaches by referring to theory and observations of classroom teaching. We also address how factors help or hinder students’ opportunities to experience in-depth learning in school environments. We comment on how this may influence the study of religion and worldviews in schools and pedagogy more broadly. Finally, we discuss challenges and how these may be met in order to support deep learning in studies of religion and worldviews in schools.