This research considered the status of the Bible within Ireland’s Leaving Certificate Religious Education syllabus [LCRE]. Building on the work of a range of international researchers in biblical studies (including R. A. Bowie, Margaret Carswell and Peta Goldburg), a case study focus was adopted to explore the experience of biblical literacy at this level. The study availed of two research cohorts. The first involved a written survey of Religious Education teachers (n=21). The second concentrated on students who had chosen to study Religious Education for the Leaving Certificate examination (n=18). The participants were drawn from three second-level school types, a Church of Ireland school, a Catholic voluntary secondary school, and an Education and Training Board (ETB) school. Beyond an initial interrogation of the presence of the Bible in LCRE, a range of sources were examined, including material from the National Council for Curriculum and Assessment, the Teaching Council, and from the State Examination Commission that is responsible for the assessment of LCRE as well as the occasional release of quantitative student data. Thematic analysis (Braun and Clarke, 2022) was employed to identify patterns and findings from the qualitative data. A combination of data tools provided insight into the reasons for selecting LCRE, Section H: The Bible as an area for study. The exercise revealed that despite linkages across several sections, the specific goal of biblical literacy was fundamentally limited to one optional section, leading to a concern that many students might not be equipped with the tools to attain a high level of biblical literacy. Findings reveal the significance of initial teacher education (ITE) in building RE teacher confidence to engage with the Bible. Some teachers and students had difficulty in identifying literary genres within the Bible. They also noted the challenge of moving beyond literal interpretations of biblical text. A further outcome indicated that the current assessment of the Bible demands less interpretative skills than other sections of the LCRE syllabus.