This study investigates contemporary views and experiences of Religious Education teachers in post-primary schools in Ireland around issues of inclusion. Significant societal changes in Ireland, including a decline in religious practice, have influenced Religious Education in post-primary schools. The once dominant tradition of denominational and confessional Religious Education has given way to an approach designed to be inclusive of students of all faiths and none. A mixed patronage system is gradually replacing what was once a largely denominational post-primary education arrangement, with Catholic voluntary secondary schools no longer a majority. A specific focus of this research was to give voice to Religious Education teachers in all sectors in order to understand how this flux is being experienced. Their experiences and voices were then used to extract implications for inclusive Religious Education in line with the Anti-Bullying Procedures (2013), which state that a “cornerstone in the prevention of bullying is a positive school culture and climate that is welcoming of difference and diversity and is based on inclusivity and respect”. Research results indicate that teachers are concerned about all ‘religious students’. This echoes the growing field of research which suggests that in a rapidly secularising society, those who continue to practice any faith, especially the once-majority faith, are vulnerable to bullying. Findings seem to support this, with Religious Education teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.