Cognitive and individual understandings of learning have often been described as the default position in religious education. Accordingly, learning, in this view, is understood as mental representations and constructions of knowledge content. This understanding corresponds well with output-oriented educational policies and the extensive testing of individual learning outcomes. Over several decades, alternative understandings of learning have been developed, including sociocultural and sociomaterial perspectives. This chapter discusses the consequences of such approaches to the understanding of learning and knowledge processes in religious education, highlighting mediational tools, relationality, social practices, and knowledge creation.