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 teaching of belief in destiny in secondary schools’ religious culture and ethics knowledge courses curricula and textbooks and the views of teachers on this subject are examined. The study was structured according to the case study, which is a qualitative research design, and document analysis and interview techniques were used to collect the data. 30 religious culture and moral knowledge teachers participated in the study, the data were collected through a semi-structured interview form and descriptive analysis was carried out. When the curricula and textbooks are examined, it is found that there has been a change from traditional to a more rational religious understanding in the teaching of belief in destiny. The findings of the teacher interviews reveal that, social media is the most important factor on students’ perceptions 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 remove 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.