This study explores the professional identity of Islamic religious knowledge (IRK) teachers in Brunei Darussalam, examining their roles, values, and challenges within the framework of the national philosophy of Melayu Islam Beraja (MIB) and the Ministry of Education’s commitment to holistic educational development. Drawing on data from 213 IRK teachers in government and nongovernment schools, the study investigates their pedagogical approaches, societal perceptions, and institutional expectations. Findings indicate that while IRK teachers view themselves as moral educators and knowledge keepers, challenges such as limited curriculum time, Arabic language proficiency gaps, workload pressures, and professional recognition influence their confidence and instructional effectiveness. The study highlights the tension between traditional and interactive teaching methods, emphasizing the evolving nature of IRK teachers’ professional identity. Addressing these challenges through professional development, language training, and curriculum reform is essential for strengthening the role of IRK teachers and enhancing religious education in Brunei Darussalam.