This chapter will begin by presenting a case for a considered and explicit focus on what might be meant by ‘understanding’ in Religious Education. It will draw on existing research in the field to show how despite the centrality of ‘understanding’ in Religious Education, there is little explanation in curricular documentation as to precisely what it might mean for students to develop and demonstrate an understanding(s) of religion(s). This chapter will explore how paying attention to common metaphors used for understanding and by considering the metaphoricity of the term ‘under-standing’ itself, a more sophisticated conceptualisation emerges—one that goes beyond the purely cognitive and emphasises the positional and relational nature of understanding.