This article initiates a discussion on incorporating "religious literacy" into Saudi secondary education. It provides a preliminary understanding of the religious education context and emphasizes that religious literacy is not religious education. It examines the arguments for and against the incorporation of religious literacy in the Saudi context and suggests that religious literacy lessons could find suitability in social studies and history textbooks while embracing the "cultural studies approach." The article advocates a nuanced perspective, proposing pre-implementation steps and underscoring the importance of empirical research and open discussions to ensure a culturally inclusive stance within the Saudi educational context.