Some researches which have been done on the teaching of religious tradi‐ tions in high schools have demonstrated that students are very eager andkeen on learning other religions. However these studies put forward twoother conclusions: The first one is that students of Imam‐Hatip and otherschools have not got enough information of non‐Islamic religions. And theirinformation of other religions have been obtained not from schools but othersources.In this article, taking off from the conclusions of the statistical studies whichwere carried out concerning teaching other religions, first of all it is dealt with the problems concerning the course called “Comparative History of Reli‐ gions” which argued that it was prepared in the light of pluralistic world‐ view. Secondly it is set forth some suggestions concerning those problems. Bydoing this it is also tried to answer the following questions: Why students ofImam Hatip Schools do not have enough information about other religionsalthough most of them are eager to have information about other religions?What are the main problems concerning the course “Comparative History ofReligions” which is given in Imam‐Hatip Schools? What kind of solutions canbe suggested concerning Comparative History of Religion course both theo‐ retically anf practically?