This chapter will explore the research methodology and findings of a study that addressed how primary educators understand their role in relation to the ethos and mission of the Catholic school in the Republic of Ireland, in a cultural context of much challenge and change. The dearth of empirical research, at the time, on Catholic education in general, and the role of the teacher in particular prompted the study. Literature on Catholic education highlights the importance of the role of the teacher, yet there is little, if any, research that explores the lived reality of the educator in the Catholic school. An understanding of this lived reality is critical for planning and providing ongoing professional development for educators in Catholic schools. This qualitative study explored the historical, ecclesial and educational paradigms that influence the contemporary Catholic school; and investigated the operational socio-cultural context of the Catholic school. In attempting to address the research question, it examined the contested concept of ethos and theoretical models regarding the ethos of Catholic schools. The methodological framework for the study employed elements of Bourdieu’s conceptual toolkit namely habitus, field and capital and incorporates Grace’s concept of spiritual capital to analyse the data. The findings, examined through four case studies, provide an insight into the multiple lived realities of the ethos of the Catholic school for educators.