The article reports on quantitative research that examines: (1) the current practice in collaboration; and (2) potential for collaboration between Science and Religious Education teachers in a large sample of Scottish secondary schools. The authors adopt and adapt three models ("conflict"; "concordat" and "consonance") to interrogate the relationship between science and religion (and the perceived relation between these two subjects in schools) (Astley and Francis 2010). The findings indicate that there is evidence of limited collaboration and, in a few cases, a dismissive attitude towards collaboration ("conflict" and "concordat" and very weak "consonance"). There is, however, evidence of a genuine aspiration for greater collaboration among many teachers (moving towards a more robust "consonance" model). The article concludes by discussing a number of key factors that must be realised for this greater collaboration to be enacted.