This piece of research considers what the next steps are for a community coming to terms with being defined as a disciplinary subject, and perhaps most importantly, how we discuss this professionally. It is a response to the growing number of groups calling for the subject to be considered in disciplinary terms, with a recognition of the potential multidisciplinary nature of the subject. In this piece, I consider how the nature of the subject, students, and teachers are affected by this shift in subject definition. I then consider how other humanities subjects such as History and Geography have engaged with the disciplinary nature of their own subjects, before considering what lessons the RE community might learn from the professional dialogue which is facilitated through the teacher-research journal ‘Teaching History’. Finally, I offer five possible next steps for the RE community to consider if we are to engage in our own professional disciplinary dialogue.