This paper discusses the issues and challenges involved in the teaching of religious knowledge in Singapore schools, where it is taught in a historical, descriptive and non-evaluative fashion, adopting the phenomenological approach. The government in Singapore hopes that the teaching of religious knowledge will help to inculcate moral values and promote religious harmony in the students. This paper points out the problems associated with the phenomenological approach to the teaching of religious knowledge in Singapore schools. It argues that such an approach may not be effective in helping the government achieve its educational objectives. The discussion adds to the existing literature on the concerns and problems faced by governments in plural societies in their attempts to teach religious knowledge in schools.