The aim of this study is to find out how middle school pupils experience field trips to religious buildings in Religious studies and if it is perceived to occur any similarities or differences between the pupils' experiences in different religious buildings. Furthermore, what opportunities and challenges do teachers encounter to exist before, during, and after a field trip to a religious building in Religious studies. In order to gather empirical evidence for the essay, elements of quantitative and qualitative methods have been applied. The quantitative method was a questionnaire sent to 54 middle school pupils. The qualitative method was an interview with two middle school teachers who teach Religious studies as a subject. The theories - encountering religion and embodied learning have permeated this study. Pupils can encounter religion in three different ways: reported, represented, and lived religion. In this study, the results of the survey and teacher interviews have shown that different pupils have different experiences of field trips to religious buildings. Also, it occurs that there are some similarities and differences between the pupils' experiences depending on what religious building they visited. Different factors can affect how pupils experience field visits and this can also be linked to the opportunities and challenges that occur. The results also show that there are several opportunities and challenges that teachers encounter before, during, and after a field trip to a religious building. One similarity that stands out is that many pupils feel that they learn about religion by going on field trips. Even the teachers believe that field visits are more beneficial than traditional teaching. The teachers believe that pupils get to encounter religion in a different way, where they are given the opportunity to activate their senses and create an authentic experience. The challenge, however, is that there is not much space in the teachers' schedules to be able to go on field trips. Field visits can also arouse feelings in the pupils which can be positive, negative or a combination of both, and therefore the teachers have to talk to the students to clarify ambiguities. The opportunities and challenges are different depending on which class you have and which religious building you visit.