High school theology instruction receives little attention in scholarly research. This is regrettable because such a unique curricular component has the potential to add much to the Catholicity of the school and to the religious development of faculty and students. To advance the discussion and application of the ideas presented in this focus article, the editors invited three current high school theology teachers to offer reflections, observations, and critiques of the approach and lessons presented. While each contributor responds from his or her own background and situation, the remarks offer insight into the applied setting of the high school classroom and demonstrate how Catholic education is a journey of both inquiry and practice.