This dissertation attempts to identify the aims of Religious Education in Lesotho secondary schools. The time of missionary .enterprise in the Nineteenth Century has been followed in the second half of the Twentieth Century by dynamic political and socioeconomic change. This period is marked by considerable uncertainty about the aims of religious education. This is a descriptive study, and uses relevant literature to find what could be acceptable, appropriate aims for the teaching u. religion in Lesotho, Chapters 1 to 4 establish that the more common but questionable aims of religious instruction in Lesotho secondary schools can be traced back to the era of evangelization in tne last century. A review of the literature follows. In Chapters 5 and 6 the idea of conversion and morality as the aims of religious education is dismissed, leaving Education as the only possible aim. The climax, in Chapter 7, presents the opposing views of writers on religious education on the issue: Can religion be taught os part of education or not? Has it a place in the school curriculum? The debate arises from this discussion. In support of its argument, to is study draws much from the concept of education as described by R, S. Peters, and P. H. Hirst. It concludes that religious studies can be educational despite religion's epistemic problem. With Lesotho's educational situation in view, the study selects the medial, instructional a litis which can contribute toward the attainment of this primary and general aim* namely Education.