<![CDATA[In Indonesia's diverse socio-religious landscape, promoting religious moderation in schools is essential for fostering tolerance and preventing conflict. However, many teachers face challenges in translating this concept into classroom practice. This study explores the roles, strategies, and supporting and inhibiting factors experienced by an Islamic Religious Education (PAI) teacher in implementing religious moderation at SMK Negeri 3 Bungo, a vocational high school with students from diverse ethnic and religious backgrounds. Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation involving one PAI teacher and several students. The findings show that the teacher serves as a moral guide, discussion facilitator, collaborator with homeroom teachers, and evaluator of students' attitudes. Six strategies were identified: role modeling (uswah hasanah), mixed-faith group discussions on tolerance, habituation through routine activities such as the monthly "Friday Clean" program, integration of moderation values into PAI lessons, collaboration with homeroom teachers to monitor students' behavior, and continuous attitude-based evaluation. Supporting factors include strong principal leadership, teacher collaboration, a conducive school environment, and students' willingness to learn. Inhibiting factors include exclusive attitudes among some students, negative influences from social media and peer groups, and limited PAI instructional time of only 2–3 hours per week. Despite these challenges, gradual positive changes have emerged, including increased empathy, greater respect for diversity, and stronger confidence in responding to intolerant behavior. The study concludes that effective implementation of religious moderation requires not only committed PAI teachers but also sustained institutional support, parental involvement, community participation, additional instructional time, and continuous teacher professional development]]>
