This article discusses Israeli Bible teachers' perceptions of the 'otherness' and their actions in a reality in which teachers are required to balance the tension between being experts in the field of knowledge, coping with a state curriculum that promotes a faith-religious worldview, and acting as educators in promoting discourse dealing with social issues of inclusion, respect, and tolerance for the 'other'. The research is qualitative-interpretive, based on interviews with 13 teachers. It focuses on describing and explaining Bible teachers' perceptions and interpreting their actions. Findings point to two main perceptions: (1) A perception that transcends the boundaries of biblical academic discourse and fosters a moral dialogue of integration, tolerance, openness, and awareness of the 'other' as part of the Bible teacher's role. (2) A perception focused only on biblical discourse and refrains from dealing with issues of 'otherness' in the lesson. This research offers new tools and courses of action to implement these perceptions. Its conclusions may encourage teachers to develop pedagogical flexibility and an ability to navigate through issues of 'otherness' while responding to social, value, and moral issues that arise spontaneously in the multicultural dialogue in Bible lessons.