One of the author's most vivid and early memories of "learning about religion" comes from when she was in seventh grade, and her math teacher scolded her and her friend for arguing about religion in the back of the room. Both of them were deeply steeped in family religious practice, and new to each other's traditions. That experience was probably somewhat unusual in the 1970s, at least for the child of a middle-class White family growing up in small town Wisconsin. People live in a world in which there are multiple faiths, deeply held and cherished, and at the same time, myriad people for whom religion seems irrelevant at best or highly problematic at worse. In this article, the author discusses the theme "In the flow: Learning religion and religiously learning amidst global cultural flows," as she attempts to invite religious educators to reflect on what it means to live in the many creative and tensive contexts of their contemporary cultures. She examines and explains the subtitle of the theme, which consists of three parts: (1) "learning religion;" (2) "religiously learning;" and (3) "amidst global cultural flows."