The purpose of this qualitative multi-case study is to explore the ways in which preservice teachers seeking either early-childhood or elementary licensure understand their roles and responsibilities in regards to the teaching of religion. Seven participants participated in the study and provided a range of data including – though not limited to – interviews, lesson plans, questionnaires, teaching philosophies, and in-class comments. Findings suggest that preservice teachers have neither the confidence to teach religion nor a strong enough foundation to understand their constitutional rights to expose students to various religions in a non-proselytizing manner. Future scholarship should present practical, meaningful programmatic suggestions for how to best help preservice teachers understand the benefits of teaching various religions and means for doing so effectively.