This study claims that the question of truth is central to religious education. It contends that there are two broad approaches to how the question of truth is considered in religious education in the Republic of Ireland. These two approaches can be broadly described as follows: [a] approaches that operate from the presumption that objective truth exists, and [b] approaches that are sceptical of any claim to objective truth. The research argues that each of these approaches, in their current manifestations, are found wanting when confronted with the challenges that face religious education in a contemporary pluralist classroom. This research takes account of the theological as well as philosophical sensitives that characterise religious education. It proposes that another way forward for religious education presents itself by way of a greater appreciation for the hermeneutical turn that has emerged in contemporary theological and philosophical discourse. To this end the study engages with Pollefeyt’s consideration of religious education and its emergent hermeneutical turn; Boeve’s post-modern reflections on tradition and the need for an open narrative; Marion’s understanding of givenness and hermeneutics in the context of a God-beyond-being; a critical realist approach to religious education; and, Gadamer’s philosophical hermeneutics to arrive at an understanding of religious education that operates from a theologically and philosophically informed position that religious education qua religious education facilitates encounters with truth. This study offers an account of the hermeneutical task of religious education which places the question of truth at its centre. It argues for an understanding of the hermeneutical task of religious education as being orientated towards facilitating ‘truthevents’, moments of truth whereby the ‘happening’ character of education as well as its transformative nature are appreciated through meaningful encounters with the particularity and difference of the other. The study concludes by identifying seven correlating insights that emerge from the conversation between Catholic theology and Gadamerian philosophy and five key principles that may assist in future developments in religious education in the Republic of Ireland and beyond.