This paper examines the evolving domain of Worldview Education (WE), with a particular focus on the developmental needs of both the pedagogy and teacher training in Finland, where schools continue to offer Religious Education (RE) based on pupils' "own" religious affiliations, although this education is no longer confessional. Currently, the National Agency of Education has approved 12 different curricula, including Secular Ethics. The most recent national curriculum encourages the practice of inter-worldview dialogue. Several middle schools in Helsinki have bravely implemented a new approach to Worldview Education (WE). This approach involves dividing only certain parts of lessons into separate classes, while other lessons are held jointly, allowing all pupils to study together. This paper is based on the research examined the experiences of teachers delivering partially integrated WE. Fostering dialogue skills to promote peace and mutual understanding is a central aim. However, the practice of dialogue is underutilized. Teachers encounter challenges such as the inability to require students to represent their own worldviews, apprehensions regarding the handling of difficult topics, and concerns about their ability to provide equitable knowledge on a range of diverse worldviews. Semi-structured interviews with seven teachers, analyzed by content analysis, indicate the need for professional development and collaboration. The paper suggests the pedagogical changes necessary to optimize teaching in the ongoing paradigm shift, emphasizing the need for teachers to reflect on their foundational approaches and practices. These teachers have adopted the system without formal training or external support. Recently, partially integrated Worldview Education (WE) has garnered growing interest and support, underscoring its potential for wider adoption and further development.