In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations.