There were four major findings in the final report of this project, based on 30 interviews and 314 survey respondents. Firstly, personal world views were found to inform RE teachers’ vision of what the subject should be, underpinning their motivation to teach the subject. There has historically been debate about whether RE teachers should strive to be neutral or impartial in the classroom; however, this finding suggests that such a position may not be desirable at all for the RE teacher. The report also details that RE teachers were consistently found to have fair and tolerant views of other religions and world views. There was strong agreement amongst the RE teachers sampled that RE contributes to character development, with 97.7% of RE teachers strongly agreeing or agreeing with this sentiment. RE teachers with a religious faith were more likely to think religions themselves promote good character. In a later published journal article, differences in the manner that teachers in faith and non-faith schools approach virtue knowledge and understanding were also identified.