Understanding the interplay between scientific and religious constructions of the human being is essential for Muslim students in their formative years, particularly in navigating tensions between reductionist biomedical conceptions of life and broader Islamic perspectives on existence and purpose. This chapter explores the need to reintroduce epistemology and critical thinking within science education in Muslim contexts, emphasizing the importance of engaging with multiple intellectual traditions. This chapter presents a “field note” perspective on how educators can develop curricular and pedagogical approaches that integrate Islamic educational philosophy with decolonial perspectives. By doing so, it aims to foster a more inclusive and critically engaged learning environment that empowers Muslim students to navigate and contribute to diverse intellectual traditions.