Christian Religious Education (CRE) in urban, multicultural contexts faces the dual challenge of nurturing faithful disciples while engaging constructively with cultural and religious diversity. This study investigates the theological foundations and pedagogical strategies of CRE in Batam, Indonesia, a rapidly urbanizing city marked by ethnic, cultural, and religious pluralism. Employing a qualitative descriptive design, data were collected from three Christian schools through semi-structured interviews with eight teachers and four administrators, classroom observations, and document analysis. Twenty students also provided perspectives on the lived experience of faith formation in pluralistic settings. Thematic analysis revealed that teachers consistently grounded instruction in Scripture, centered on Christ, and guided by the Holy Spirit, providing clarity and confidence in cultivating resilient Christian identities. Contextualized and dialogical pedagogies enabled students to critically engage with interfaith interactions, fostering spiritual maturity, ethical discernment, and intercultural competence. Urban theological principles, emphasizing justice, hospitality, community, and public witness, informed instructional practices, linking biblical truths to the lived realities of Batam’s multicultural society. The study also highlighted challenges, including navigating sensitive religious topics, countering secular and consumerist influences, and maintaining theological fidelity amid diversity. Findings suggest that pluralism, when engaged theologically and pedagogically, becomes an opportunity for dialogue, reflection, and spiritual growth. CRE in Batam exemplifies a model of education that integrates faith formation with social responsibility, demonstrating that theological grounding and contextual pedagogy can equip students to embody Christ-like love, justice, and reconciliation in complex urban environments. The study offers insights for Christian educators seeking to implement faithful and socially engaged education in pluralistic urban contexts.