Religious Culture and Ethics Knowledge courses aim to provide students with a true perception of destiny, so that they can make sense of the universe, life and their own existence. In this study, the factors affecting students' perceptions of destiny in line with the views of teachers, the thoughts of teachers on teaching of belief in destiny in curricula and textbooks, their competencies in teaching of belief in destiny, and the issues they have the most difficulty with are examined. The study was structured according to the case study, a qualitative research design, and interview technique was used to collect the data. 30 Religious Culture And Moral Knowledge teachers, who teach at schools admitting students through exam, participated in the study, the data were collected through a semi-structured interview form and descriptive analysis was carried out. The findings of the teacher interviews reveal that, various environmental factors such as family, peer groups, political and cultural environment, school and media were effective on the students' understanding of destiny. Although students have some difficulties in understanding the consept of destiny, they show a high level of interest and curiosity about the subject. As a significant finding, it is found that the content of the Religious Culture and Ethics Knowledge course is not very effective in the students' perceptions of destiny. Teachers also criticized the decision to deduct the teaching unit about belief in destiny from the curriculum after the 2018 update. Textbooks are found by teachers to be quite inadequate in the face of students' questions about destiny. It is understood from the findings that some teachers have a low tendency to see themselves as competent in teaching of belief in destiny, and they have some difficulties in answering students' questions, specifically on issues such as the problem of evil and the attributes of God.
