This study explored the problem of high turnover among beginning Religious Education teachers. The study describes and interprets lived experiences of beginning RE teachers in eight secondary schools in the neighbourhood of Zomba in Malawi. It is a qualitative study. It adopted social constructivist and post-industrial perspectives and used the hermeneutical phenomenological research method. Eight beginning RE teachers participated in the study; five men and, three women. Six of the participating teachers were holders of Diploma certificates in Education and Bachelor of Theology degrees. The remaining two were holders of Diploma certificates in Education. Data was generated through three methods, namely; Protocol writing, in-depth interviews, and focus group discussions. The data from interviews and focus group discussions was transcribed. Significant statements pertaining to the lived experiences of the beginning RE teachers from the generated data were identified and coded. Fourteen themes emerged during the process. These themes were collapsed into three categories: School related themes; pre-service related themes; and individual person related themes. Among the findings of the study are findings that other scholars have reported in the literature and findings that are peculiar to the participating teachers. Findings that are peculiar to beginning RE teachers who participated in this study included uncaring attitudes towards RE and its teachers. In one of the schools, RE was the last subject on the time table every school day. Periods allocated to RE were used for caucus meetings by the school management and makeup classes by teachers of other subjects, without consulting the RE teacher concerned. These findings and other related issues are discussed in the thesis.