This article explores the nature and function of intersubjectivity in religious education (RE) praxis. It is very common for religious educators to prioritise forms of RE that emphasise the importance of intersubjective, dialogical praxis. It is much less common, however, that theorists devote sustained time to thick description of the practice--what exactly it is, who is involved and what its practical and empirical benefits are. This article proposes that intersubjective dialogical praxis can flourish when a "safe space" is created for students, particularly with regard to teacher-student dialogue. The first half of the article is theoretical, while the second half uses empirical evidence from participatory action research to demonstrate how intersubjective place sharing and meaning-making occurred in several Episcopal Church affiliated United States high schools. The article concludes that teacher relationality is a central though under-appreciated dimension of sound RE praxis that aims towards good citizenship and a student's personal and spiritual development.