This paper draws on research with British Muslim teachers in UK state schools to explore how religious (in)equalities are produced and managed in everyday professional life. Using Critical Muslim Theory as a guiding framework, it examines how policies such as Prevent, the Teacher Standards, and the promotion of Fundamental British Values shape expectations of neutrality, professionalism and belonging for Muslim teachers in particular. These policy frameworks do not operate evenly across religious and non-religious groups. For Muslim teachers, they often produce heightened scrutiny and a sense that aspects of their Muslim identity must be managed, softened, or concealed to remain professionally acceptable. Participants describe ongoing forms of self-monitoring, strategic silence and emotional labour as they navigate classrooms and staffrooms shaped by suspicion and securitisation. Although this research is situated within the field of education, the paper attends to how teachers themselves make sense of these conditions through religious and ethical reflection. Teachers frequently draw on Islamic concepts such as intention, patience, and moral responsibility when reflecting on resilience, professional conduct and their reasons for remaining in the profession. These reflections are not presented as formal theology but as ways in which participants interpret inequality and sustain themselves within constrained institutional settings. By centring Muslim teachers' own accounts, this paper contributes to the conference theme by showing how religious inequalities are lived and negotiated within schools and how faith serves as a resource for meaning-making under structural constraint. It argues that attending to how religion is used by participants provides a grounded way of thinking about religion and inequality across disciplinary boundaries.