Starting with a brief history of the development

of the Encounter Bible curriculum and summary

of the evaluative research methodology,

this paper draws on teacher, student and

administrator interview data in its account

of teachers’ attempts to teach Encounter

Bible. The writers refer to selected points

of interest from their evaluation as they

discuss teacher perceptions of the Encounter

resource, assessment practice, the theory

behind planning, the teaching and learning

process, spirituality in schools and classrooms,

and professional development. They also

review student perceptions of teaching, and

administrator involvement in supporting

teachers. In surveying teacher achievements

and challenges, the paper addresses a limited

number of key issues that could ultimately be

of critical reflective importance for Christian

schools.