We review spaces of contest in the formulation and implementation of the Religious Education curriculum through an exploration of the understandings regarding the dual-mode Religious Education (RE) curriculum policy for secondary schools in Malawi. Six leaders of nationally organised faith communities in Malawi were interviewed about their understandings regarding the dual-mode RE curriculum policy change and their reasons for such understandings. Using public theology as an analytical and theoretical framework, the findings present the impact of contesting spaces in curriculum policy change and its implications for implementing the RE curriculum.