 First, some believe that having students experience a religion, even as “observers,” can test the limits of the separation of church and state. While the intent of having students attend a mosque or having a Buddhist talk with students is seldom to “promote” a religion, the line between “exposure” and intended or unintended promotion (and even proselytization), they maintain, is a fine one. This is especially the case given the widely varying communication skills and deeply embedded values and preconceptions of the teacher and/or the representatives of a given religion to whom students might be exposed. Second, there is growing ethical concern that to experience a religion as an observer might in some cases trivialize or demean the religion in question. Some Native Americans, for instance, are becoming increasingly concerned with the growing desire of “outsiders” to seek understanding of their religion(s) by watching or experiencing sacred ceremonies since such observation, they believe, can trivialize these ceremonies (Kasprisin 2003: 422).