Students ‘motivation for religious studies at upper secondary school decrease on a yearly basis. The reasons for this lack of motivation are, among other things, the rising secularization in the Swedish society as well as the methods used for teaching religious studies.  The aim of this pedagogic study is to elucidate the challenges connected to the motivation of the students ‘regarding the motivation for religious studies that teachers encounter, as well as to understand how teachers undertake these challenges in their teaching practices. The method used for this study was semi structured interviews with active teachers conducted on the telephone or in person. The interviews were recorded and then transcribed. From this data a number of key factors were selected through thematized content analysis.  The result of the study confirms that the motivation of religious studies dwindles in Swedish Upper Secondary Schools. Teachers encounter vast challenges when trying to explain why students should take religious studies, especially vocational students find religious studies superfluous. The teachers who reached the highest degree of attainment reported that they teach in close connection to the students. Furthermore, they aim at using a broad variety of methods adjusted for the different students. Future research ought to study the reception of the subject by the students ‘ and how they perceived their own motivation for religious studies. By interviewing students, you might also collect data representing the experiences and perception of the students.