There are many pitfalls associated with teaching about religions. One such pitfall entails the risk of presenting religions as stereotypical monolithic systems; that is, all who belong to a particular religious tradition think and act in the same way. I like to call this sort of stereotyping the "robotic tendency" because it has a habit of reducing practitioners to robot-like beings that uniformly perform identical actions. This article concerns how the adoption of what I have termed an "ethnographic eye" can help educators to avoid both unfortunate stereotypes and the robotic tendency when teaching about religions.