Whether teachers claim their choice to include religious art supports teaching tolerance and critical thinking, culture, tradition, or any other goal, they only rarely choose religious art because of its specific religious content. Instead, they tend to use art that serves some other pedagogical purpose while also being religious. Religious art may be chosen for defensible reasons but none of the reasons are self-evident and without complicating factors. This article discusses six typical criteria for selecting religious imagery: (1) Demographic Composition; (2) Developmental Needs; (3) Curricular Alignment; (4) Social-Emotional Learning; (5) Prevailing Moral Standards; and (6) Fear or Healthy Skepticism? It concludes that teachers must be critically aware of how their religious identity manifested in their experience as students, and how they and the school or system in which they serve shape their students' experiences. Despite the complexities around including religious art, it is possible to select developmentally suitable work that meets curricular needs, reflects the school and community population, has emotional resonance for students, and eliminates any work that might offend someone. However, once they have done so, a teacher should think critically about what work remains, whose stories they tell, and whose interest those stories serve.