The aim of this study is to explore how a sample of middle school teachers in Sweden reason about field trips to religious buildings, highlight their didactic ambitions for these visits, and examine opportunities and challenges they experience with these visits. Furthermore, this study aims to compare how these teachers, working with different student group compositions, reason about field trips to religious buildings. To gather empirical data, this study applies a mixed-methods approach, combining qualitative interviews with four certified middle school teachers and a quantitative survey of 41 teachers. The analytical framework permeating this study is lived religion according to Britton (2019) and the frame factor theory by Imsen (1999). In this study, the results of the survey and the teacher interviews have shown that teachers perceive field trips to religious buildings as a valuable teaching method, while also highlighting challenges as time constraints and resource limitations. Finally, it emerges that there are both similarities and differences in how teachers work with field trips to religious buildings, depending on if they have homogeneous or heterogeneous student groups.