If world religions courses are created at all in public school districts, they often are designed to encourage cultural fluency and tolerance. It is a teachable moment for the teacher to witness in an hour these far-flung students moving beyond tolerance to collaboration. Taking on a world religions program typically is viewed as a risky proposition for a school district, particularly in the face of community concerns over church-state divide. Even when a course or a teacher finds early success, sustaining a program can be a challenge. Sometimes teachers with strong potential find a lack of support and training, or the courses fail to gain strong footing among a school's less controversial electives. Getting it right begins with a district-level commitment to teaching about religions not only in an elective course or two, but within the entire social studies curriculum. Among other things, the class environment must be one of mutual respect and understanding, where the philosophy and theology of the world's faith traditions are discussed in a safe space that allows all students to hold their own beliefs, values and questions while learning about beliefs that may well go against their own. Teachers of comparative religion, whether or not they divulge their own perspective, must remain neutral moderators.