This chapter originates from the educational reform of Swedish upper secondary school in 2011, where the focus for religious studies education changed from being based on different religious perspectives, various existential questions, and pupil-initiated questions to an emphasis based on a scientific-rational content, with an exceptional position for Christianity in relation to other world religions. The aim of the chapter is twofold. The first purpose is to clarify the subject scientific approach and its exceptional position for Christianity in relation to other world religions mean for the socializing dimension in upper secondary education. The second purpose is to illuminate how teachers in religion education studies respond to and handle existential and pupil-related questions that emerge during the lessons. Given both the historical study on the purpose of religious study education and the interview study focusing on a common educational dilemma, the objective perspective, based only on facts, risks losing its relevance for the pupils if the teacher does not nuance the images of different beliefs and their forms of expression and considers a student-oriented perspective. Hence the teacher must keep the balance between what they must do and what they want to do to fulfill their assignment in situ.