The aim of this study has been to investigate whether, and if so how, religious education teachers shape their ethics education for students enrolled in the Child and Recreation Program. It is a survey-based study answered by religious education teachers, resulting in both quantitative and qualitative data. A total of eight religious education teachers responded to the survey. The results are structured based on the five didactic questions and interpreted according to Franck and Löfstedt’s dimensions of the didactic “how” question. The results are also analyzed based on Tuana’s moral literacy. The analysis reveals that the majority of religious education teachers shape their ethics education with the intention of making it meaningful and comprehensible for students in the Child and Recreation Program. Moral literacy and its development can be traced to the results regarding the abilities of ethical sensitivity and ethical reasoning skills, while moral imagination cannot be directly linked to the results. In the discussion, the results of this study are compared with previous research, suggesting that religious education teachers’ design of ethics education contributes to the potential for enhancing ethical competence and moral literacy in a Swedish context, which has not been highlighted in previous studies.