To what extent do teachers' sense of their religious, cultural and national identity impact on their attitudes and approaches to the teaching of religion in publicly funded schools in Northern Ireland? In a context where schooling remains largely separate according to perceived religious identity, can religious education contribute positively to the peace process in a society emerging from conflict? This paper will draw on research conducted with serving teachers, teacher education students and other groups to examine the role of religion in schools and to explore how it may contribute, positively or negatively, to the improvement of relations between communities still divided by conflicting nationalistic loyalties. Some comparisons will be made with the significance of religion in education in other conflicted societies.