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We understand that equipping the next generation with the Word of God is foundational to our calling and purpose as Christian educators. As we partner with parents in this God-given responsibility, we face practical and spiritual challenges even as God blesses our efforts. 

As we seek wisdom to overcome these challenges, there is much to learn about the state of Bible instruction at ACSI schools from the 2025 Bible Program Survey. The information gleaned offers valuable insight on how educators build programs, develop curriculum, and train teachers. In the last installment of this series, we explored curriculum choices and decision-making authority. In today’s post, we focus on responses to two key open-ended questions: 

What do you see as your Bible program’s biggest struggles?

What do you see as your Bible program’s biggest strengths?

The responses to these open-ended questions provide a window into both the success stories and the ongoing challenges of Bible instruction in Christian schools.

Research from Barna and other respected groups has consistently shown that the majority of adult Christians committed to the faith before the age of 18. Recently, this trend was observed by Infinity Concepts and Grey Matter Research (2024). This underscores the vital role that Christian school educators play in discipling the next generation of the church. Because teachers and administrators serve on the front lines in the battle for the hearts and minds of young people, their feedback is essential.

To analyze the results, we examined teacher and administrator responses separately and identified program strengths and challenges from each group’s perspective. Within each of these four categories, the responses were further grouped into subcategories based on recurring themes. When a single response addressed multiple themes, it was counted in each applicable category.

Three key strengths emerged from teachers’ responses: teaching staff, biblical centrality, and application. These ideas accounted for approximately 75 percent of all comments.

Teaching staff was most frequently identified as a core strength of the Bible program. Teachers consistently praised their colleagues’ faith, expertise, and love for students. Several responses noted unity among Bible teachers, and some highlighted formal qualifications, such as advanced ministry training or academic degrees.

Biblical centrality also stood out. Many teachers affirmed their schools’ commitment to the authority of God’s Word, their students’ growing knowledge of the Bible, and the consistent use of Scripture in classroom instruction.

Those who emphasized application pointed to both personal faith development and worldview formation. They described students engaging in spiritual disciplines like Bible study and Scripture memorization, alongside character development and practical connections to culture and current events.

When asked about challenges within their schools’ Bible programs, teachers showed even stronger consensus than they did with strengths. Approximately 84 percent of responses clustered around three main concerns: student engagement, curricular cohesion, and academic rigor.

Student engagement emerged as the most prominent issue. Many teachers noted apathy or a lack of interest among students, while others pointed to curriculum that students perceived as irrelevant. Several teachers reported that some students had little desire to engage biblically. Clearly, there is concern about making Bible instruction both meaningful and compelling to students.

Curricular cohesion, especially across grade levels, was another significant concern. Teachers described a lack of consistency and alignment from year to year, as well as frequent changes in program structure or content. Among the 21 schools that reported curricular cohesion as a challenge, more than half were using self-created Bible curriculum at five or more grade levels, and only three were not using self-created curriculum in any grade.   

Finally, many teachers identified academic rigor as a key challenge. Respondents emphasized the need for students to develop both deeper biblical knowledge and stronger Bible study skills. There was a clear desire to move beyond rote answers toward richer, more thoughtful engagement with Scripture.

Encouragingly, more than 40 percent of administrators identified their teaching staff as a key strength of their Bible programs. They consistently highlighted the faithfulness, passion, and advanced knowledge of their Bible teachers. Many also noted the importance of teacher credentials, such as ministry training or academic degrees, and repeatedly emphasized the strength of student–teacher relationships.

The survey responses clearly reflect God’s provision to the Christian education community of a dedicated group of highly qualified, faithful teachers of the Bible.

It is no surprise that worldview and apologetics are major areas of focus for schools as they shape their Bible programs. Encouragingly, many administrators identified these areas as strengths. Apologetics was frequently mentioned, along with valuable opportunities for students to ask deep questions and engage in biblical worldview development.

One notable challenge raised by several administrators was differentiation—particularly for students who are less familiar with the Bible. Many expressed a desire to maintain both spiritual depth and academic rigor while accommodating a wide range of spiritual maturity. Students transferring from secular schools often lack a foundation in Bible instruction, which can create unique instructional hurdles. In addition, some administrators cited the challenges of teaching in denominationally diverse environments, where doctrinal differences among staff and students can complicate deeper theological study.

Somewhat surprisingly, two themes emerged from administrator responses as both strengths and challenges: academic rigor and Bible application.

Many administrators celebrated academic rigor, citing in-depth studies and strong understanding among both staff and students. They highlighted students being asked to think critically and engage deeply with apologetics and biblical worldview content. At the same time, several administrators raised concerns about the lack of academic standards in Bible instruction, the quality of available curricula, and the adequacy of instruction in areas such as theology, doctrine, and church history. A few schools even noted they were developing their own academic benchmarks.

Bible application also appeared as both a strength and a concern. Administrators who viewed it positively pointed to students demonstrating the love of Christ, applying Scripture to their lives, engaging in service projects, and making meaningful connections between biblical truth and everyday life. Others, however, expressed concern that students could succeed academically in Bible class without experiencing the hoped-for transformation of the heart.

These data show that schools view academic rigor and life application as essential concerns in Bible instruction. Many responses reflected a tension between these two priorities. Administrators recognized that head knowledge does not necessarily lead to heart transformation and that well-meaning students without doctrinal anchors can be easily blown about. Among ACSI schools, there are victories to celebrate in these areas, as well as meaningful work yet to be done.

The results of the survey offer valuable insight into the state of Bible instruction within Christian education. On the encouraging side, both teachers and administrators agree that God has prepared a host of well-trained educators who are faithful to His Word and ready to offer students the love and instruction they need to grow into well-prepared adults. It also seems that the work of countless pastors, apologists, philosophers, and teachers over recent decades is bearing fruit, as many administrators now identify biblical worldview and apologetics as program strengths rather than weaknesses.

At the same time, significant challenges remain. Teachers vie for students’ attention while distractions are legion. Instructional tools may lack the depth required for rigorous Bible instruction or rely on outdated pedagogy. Students often transfer into advanced Bible classes with limited background knowledge or spiritual maturity. And the absence of widely accepted academic standards for Bible instruction leaves many instructors searching for direction on their own.

Yet even as these challenges persist, by God’s grace the gifted educators within the ACSI community—and across the broader landscape of Christian education—continue the vital work of discipling young students around the world. Together, through faithful labor, we can meet these challenges.