This paper’s main goal is to study how religious studies teachers and religious studies teacherstudents reason concerning armed religious conflicts, with fundamentalism and terrorism ascentral concepts. The study does this with the use of semi-structured interviews. The resultsare analyzed with a phenomenographic analysis with the interviewees’ understanding of thecentral concepts being the target of the interviews. The point being that they should deliberateand reason regarding the concepts and how these could be implemented in religious studies inupper secondary school. From the results of the study it is possible to see that the intervieweespossesses good understanding for the central concepts and how these could be used ineducation on armed religious conflicts. The factor that governed whether central conceptswould be brought up during the interviewees’ teaching or not, was the notably smalltimeframe they felt limiting education in religious studies in upper secondary school.