This study explores teachers’ understanding and implementation of the multi-faith Religious Education curriculum in Botswana junior secondary schools. The multi-faith curriculum resulted from an educational policy change in 1996 that saw a move from a Christian-based RE to a multi-faith Religious Education (RE) curriculum. This study is based on qualitative case studies and draws data from classroom observations, interviews with four RE teachers, five RE education officers, eight RE in-service teachers and three groups of RE students. The main participants are two groups of teachers, those who taught the multi-faith curriculum and those who taught both the Christian based RE and the multi-faith Religious Education. In this study, documents such as the syllabus document, end of month tests, end of term examinations and end of three year junior secondary school national examinations papers were used to further highlight the classroom practices of RE teachers. Furthermore, the study adopts the teachers’ professional knowledge landscape as the theoretical framework, a view that is espoused by Clandinin and Connelly (1995), that stresses the importance of teachers’ knowledge. The following themes emerge in the study; teachers’ understanding of the multi-faith RE, teachers’ classroom practices in terms of their content and pedagogical knowledge, their classroom management, and especially discipline. The study reveals that there are no marked differences between these two groups of teachers in terms of their understanding of the curriculum and their classroom practices. It further reveals that there are various factors that impact on the practices of teachers such as their view of the multi-faith philosophy, assessment skills, use of students’ textbooks, mentoring and tracking of RE graduates from teacher training institutions. The study suggests that teachers need to have an adequate understanding of students’ environment, in terms of their personal experiences and social background. The study recommends that teachers in general and RE teachers in particular need to be involved on an occasion of any curriculum change because they are the main implementers. In addition, teachers need extended periods of professional in-service training on occasions of curriculum reforms.