Educators today are accustomed to discussing concepts of multiculturalism, race, class, and gender, but when it comes to religion, most new teachers and many seasoned teachers are confounded. This article provides a critical look at the treatment of religion in public education in the United States, and the potential marginalization of religion-minority and secular students in the public school. The intent is to help, especially beginning teachers, deliver equitable educational experiences for students of diverse faiths and worldviews. Content, curricular, and methodological recommendations for infusing a religious diversity unit within a teacher preparation course are offered.