This study aims to explore how the intellectual competence of Christian Religious Education (CRE) teachers can enhance students' learning outcomes in CRE. The research population consists of 29 students from class XI IPA-1. Data on students' CRE learning outcomes, in relation to the intellectual competence of CRE teachers, were collected using a Likert-scale questionnaire designed to measure attitudes, opinions, and perceptions of individuals or groups regarding social events or phenomena. Data analysis was conducted through four stages: planning, action implementation, evaluation, and reflection. The results of the analysis indicate an improvement in students' CRE learning outcomes from cycle I to cycle III. The average learning outcome scores increased from 3.92 in cycle I to 5.49 in cycle II, and reached 6.10 in cycle III. In the first cycle, 11 students had not achieved satisfactory learning outcomes, but by cycles II and III, all students had achieved satisfactory learning outcomes. Additionally, the average questionnaire scores also showed an increase from cycle I to cycle III, rising from 3.34 in cycle I to 3.50 in cycle II, and 3.58 in cycle III.