Teachers’ ability to blend their professional practices with technology has become crucial in our current dispensation. As such, most researchers have empirically tested teachers’ knowledge on the seven facets of the Technological Pedagogical Content Knowledge (TPACK) construct as propounded by Mishra andKoehler and found that most teachers are knowledgeable in their content and pedagogical knowledge.The focus of this study,however,was to unpackthe Technological Knowledge (TK),Technological Content Knowledge (TCK),as well as the Technological Pedagogical Knowledge (TPK) levelsof Religious and Moral Education (RME) teachers in Ghana. The researchers employed descriptive survey as the research design. Questionnaire was the research instrument used to collect data from the teachers. The census sampling technique was also employed to include all 136 RME teachers inall 68 Public Junior High Schools in the Komenda-Edina-Eguafo-Abirem (KEEA) Municipality for the study.It was revealed from the study that the technological knowledge (TK) level of RME teachers was quite high. Again, the study uncovered that technological content (TCK) knowledge level of RME teachers was low. Lastly, technological pedagogical knowledge (TPK) level of RME teachers was also discovered to be low. Based on the findings of the study, conclusions and recommendations are discussed in this work.