In this article, we explore pedagogical approaches in Islamic Supplementary Education (ISE) in Norway by presenting the narratives of two Qur’an teachers. Drawing inspiration from narrative research and microhistory, we examine their stories and experiences of teaching ISE in the context of an increasingly multireligious society. When we employ Watts’ dimensions of religious scripture and Rosowskys concept of faith literacy, we find that the teachers advocate for various dimensions of the Qur’an in relation to the knowledge deemed most beneficial for Muslim children in Norway. Finally, we explore the potential implications of our findings for teachers in mainstream education.