The challenges of contemporary multicultural societies have resulted in changing aims for religious education and the necessity to adjust teacher education accordingly. The processes of negotiation related to the coexistence of different religious and cultural groups are intertwined in the Finnish curriculum for religious education. This case study examines three Islamic education teachers who negotiated intra- and inter-religious tensions as well as tensions between societal and religious orientations of education. Through their ideological, pedagogical and interpersonal negotiations teachers can mediate the contested practices of Islam as well as the ideals of liberal democracies and contribute to the emergence of Finnish Islam. (Contains 1 table.)