This qualitative study deals with experiences regarding the teaching of newcomer students in

introductory courses, pertaining solely to the newcomer students’ perception of religion as a

school subject. The essay is based on an analysis of a series of interviews with teachers of the

aforementioned students. The questions are based on pedagogical challenges and usage of

intercultural pedagogy. Another important question is how the teaching environment is

affected by external factors such as cultural/religious tendencies, student guidance

counsellors, interpreters, family of students as well as school leadership. The material

comprising five interviews has consequently been analyzed using two different theories:

intercultural pedagogy and orientalism. The results of the study divulge a lack of knowledge

in intercultural pedagogy among the interviewees and major flaws in the transfer of that 

specific pedagogical perspective in both teacher education and school. Experiences have been

accounted for that point to the existence of "the other" in introduction to language studies and

that core values of the curriculum are not respected to the extent that they should. Another

tendency is a general lack of response and guidance from school leadership. Interviewed

teachers experience that they are forced to take personal responsibility for the education of

newcomer students despite lack of education in the field of intercultural pedagogy. By 

illustrating the teacher's perspective of religious studies with newcomer students we are

hoping to further promote the importance of competence in introduction to language studies.