When children theologize, what are the main aspects about their own learning process? To what extent, children aged 8-12 years are able to reflect on their learning at all? And is it even possible in religious education? These questions are addressed by the study focusing on theologizing and analyzing childrens reflecting group communication. From the data obtained, two models are developed that provide insight into the metacognitive dimension of theologizing. Numerous statements give an insight into the childrens thinking thereby helping teachers to see learning through the eyes of the students. Finally, practical consequences for religious education as well as education and training are drawn.