Having completed a degree in theology and philosophy, Robert Jackson writes that he really did not know which career he wanted to pursue. He eventually opted to do a one-year postgraduate teacher training course, but was not sure that he wanted to be a teacher or that he would be effective in that role. The moment of truth was being sent into school on teaching practice for a whole school term. The expression "sink or swim" comes to mind. This article provides Jackson's reflections upon his career beginning as a teacher of biology, rugby referee, and religious education teacher, where he found himself working with a group of upper secondary students with views ranging from strong atheism to high levels of religious commitment. It was immediately apparent that this group of students did not simply want to learn about religions and different philosophical positions. They wanted to engage with the material. Jackson says that it was this experience that made him realize that religious education in inclusive schools should be much more than learning about religions, and he became convinced that the subject had an essential reflexive dimension, and that students could and should be allowed to formulate and express some very different opinions. On the basis of his teaching experience, Jackson also became committed to the view that liberal education should cover all areas of human knowledge and experience, and that includes the arts and religion as well as humanities, the natural and social sciences, and physical education. Moreover, he believes this human knowledge and experience should be seen as closely interrelated.