This study explores how upper secondary school teachers of religious education experience manage and reflect upon teaching sensitive issues in multicultural classrooms. The research is guided by three questions: what challenges teachers face, which strategies they employ, and how they understand their professional role and responsibility in such contexts. The theoretical framework is based on Hans-Georg Gadamer´s hermeneutics, particularly the concepts of fusion of horizons, history of effects, and the hermeneutic circle. Empirical data was collected through eight semi-structured interviews with certified upper secondary school teachers in religious education. The material was analysed using qualitative content analysis within a hermeneutic approach. The findings indicate that teachers view the teaching of sensitive topics as both meaningful and demanding. Challenges arise not only from the complexity of the content, but also from the emotional dynamics and interpretive tensions that emerge when classroom discourse intersects with students' worldviews. Both religious and secular norms may contribute to exclusive climates, extending the scope of previous research. Teachers describe strategies that focus on creating safety, building relationships, and avoiding representational burdens. Teaching is not perceived as a neutral transmission of knowledge, but rather as an ethically grounded, relational and interpretive practice. The professional role is understood as enabling meaningful dialogue while protecting students´ interpretive space. The study concludes that religious education in intercultural classrooms requires a form of professional competence in which didactic and ethics are deeply intertwined