Interreligious educational processes are not only spaces of encounter but also sites of epistemic negotiation. Based on a qualitative survey of 30 Islamic religious education teachers, this paper examines how religious truth claims, epistemic authority, and dialogical practice are positioned and legitimized within school contexts. Drawing on Miranda Fricker's concept of *epistemic injustice* (2007), the study asks: Which forms of religious knowledge are recognized as legitimate in interreligious exchange? Who is considered a credible epistemic actor? And how are competing truth claims articulated, relativized, or strategically bracketed? The findings reveal a spectrum of theological positions, ranging from exclusivist to inclusivist and epistemically humble approaches that ultimately locate truth in God. Even where strong truth convictions are maintained, teachers emphasize dialogical openness and non-proselytizing attitudes. At the same time, the truth question is sometimes deliberately set aside, which may indicate either conflict-avoidance strategies or forms of epistemic adaptation within school power structures. The paper argues that Islamic religious education teachers navigate between theological commitment, professional responsibility, and minority positioning. Interreligious education thus emerges as a key arena in which recognition, difference, and truth are negotiated epistemically as well as pedagogically.