Educational organizations need teachers with high cultural intelligence (CQ) to efficiently fulfill their education-related tasks. CQ refers to an individual's ability to effectively communicate, act, and succeed in culturally diverse environments. Religious Culture and Ethics (RCE) teachers need to possess a high level of CQ to participate in international projects, fulfill overseas assignments, and conduct educational activities for children of refugees from different countries. It is vital for teachers in the RCE field, whose aim is to foster tolerance and understanding toward other religions and cultures among students, to have a high level of CQ. A proper religious education will contribute to individuals from different cultures living together with respect and love, and being tolerant toward one another. The researchers have not encountered any Turkish studies examining the CQ levels of RCE teachers. The main claims of this study are that the Cultural Intelligence (CQ) levels of RCE teachers are above the scale average; that female teachers have higher CQ levels than male teachers; that teachers who know two or more foreign languages have higher CQ levels than those who know only one or none; that teachers who have visited two or more foreign countries have higher CQ levels than those who have visited only one or none; and that teachers who have participated in international projects within the scope of European Union (EU) programs have higher CQ levels than those who have not participated in such projects. This research aims to identify the perceptions of middle school RCE teachers regarding their CQ levels and determine whether there are significant differences in these perceptions based on variables such as gender, the number of foreign languages known, the number of countries visited abroad, and participation in international projects within EU programs. The findings obtained from this research can be utilized to develop practices that enhance the effectiveness of RCE teachers in diverse cultural environments. This study is expected to contribute to the literature on organizational psychology, organizational behavior, and religious education. The general survey model was used in this research. The accessible population of the study consists of 749 RCE teachers working in middle schools in Mersin Province during the 2023-2024 academic year. 643 RCE teachers were reached in the study using a simple and random sampling method. The Cultural Intelligence Scale-Self Report, developed by Ang and others and adapted into Turkish by Yaşar and Gökalp, was used in the study. ANOVA and t-test were used in the data analysis. Significant research results were found in the study. First, the CQ levels of the teachers participating in the study were moderate. Second, the study found significant differences in terms of gender, the number of foreign languages known and countries visited abroad, and participation in international projects within EU programs. Third, female teachers had higher CQ levels than male teachers, while teachers who knew two or more foreign languages had higher levels of CQ than those who knew only one foreign language or none at all. In addition, this study revealed that teachers who had visited two or more foreign countries had higher CQ levels than those who had visited only one foreign country or none. Finally, this study concluded that teachers who participated in international projects within the scope of EU programs had higher CQ levels than those who did not participate. Based on the research findings, recommendations were made to encourage RCE teachers to participate in international projects, travel abroad, and learn foreign languages.