Disagreements about how Christianity should be taught in state-funded school RE have a long history. In this article we take England as a case study and examine the debates that have arisen about the legitimacy of a theologically based pedagogy following the publication of "Understanding Christianity," a resource inspired by recent developments in academic theological hermeneutics. We particularly focus on the question whether or not pupils should be treated as insiders or outsiders. Drawing on Anthony Thiselton's notion of responsible hermeneutics, we argue that this offers a robust model for an academically rigorous approach to teaching Christianity in schools that enables pupils to be both insiders and outsiders in the hermeneutical process. We then illustrate how "Understanding Christianity" has attempted to embody this aspiration.