This study highlights on describing the experiences of Saudi Arabian female Islamic Studies teachers by exploring what is means to be an Islamic Studies teacher teaching in the current unprecedented vibrant and complex tapestry of social, religious and political debates occurring in the larger context of the country. The study draws on phenomenology as a guiding theoretical framework. The seven teachers involved in the study used their identities, beliefs and values to make sense of their everyday lived experiences. Discussions about their lived experiences provided a counter-discourse that challenges the traditional image of Islamic Studies teachers as transmitters of sacred knowledge. The study points to the growing complexity of the Islamic Studies teachers' roles due to an array of challenges that surfaced both in society at large and within the classroom walls. (Contains 1 table and 1 figure.)