This article examines how cultural and historical narratives influence the stories Alberta teachers tell about religion in their secondary social studies classrooms. The stories reveal the degree to which teachers are both thoughtful practitioners and shaped by their society. Study participants reflected this tension as the majority took religion seriously in all its complexity but also inadvertently re-inscribed secular liberal assumptions about religion that ultimately narrowed the stories. Particular attention is paid to teachers' definitions of religion, including its relationship with conflict, and the connections among religion, citizenship, and multiculturalism. Definitions are crucial, and when unexamined, they impact the stories teachers tell.