How do teachers reconcile their religious identity with their teacher identity in diverse settings? Two case studies of K-8 teachers, drawn from the same religious community and teaching at the same school, are used to examine teacher dispositions and how they integrate religious dispositions with their life and work as teachers. This article examines that integration both in global terms, in their approach to their career and life choices and formative experiences, developing their religions identity and their identity as teachers, as well as in their day-to-day pedagogy, their choice of curricula and materials, and how they shape and manage relationships, community and the conversational space of their classrooms.