This policy paper focuses on religious challenges to the public school curriculum, specifically those involving claims that public schools are prompting "secular humanism"--an allegedly antitheistic creed that places human reason above divine guidance. While some courts have recognized that "secular humanism" may be considered a "religion" for First Amendment purposes, the judiciary has repeatedly rejected charges that specific courses and materials unconstitutionally promote this "creed" in public schools. Nonetheless, there are mounting efforts to secure judicial and legislative prohibitions against the promotion of "secular humanism" in public education. Courts have been receptive to requests for curriculum exemptions and religious accommodations unless they impede students' academic progress or the management of the school. The Supreme Court has also distinguished the permissible academic study of religion from unconstitutional religious indoctrination. Yet several recent studies have indicated that the historical role of religion in western civilization is given insufficient attention in the public school curriculum. Correcting such distortions might avert some of the claims that public schools are advancing "secular humanism." These religious challenges raise two troublesome issues for educational policymakers: (1) balancing governmental interests and parental interests in educating children; and (2) guaranteeing religious neutrality, rather than advancement or hostility, in the public school curriculum. (Author/TE)