In this article, I examine how religious literacy, specifically in reference to Vodou and other African Diasporic religions, can be thoughtfully incorporated into biomedical pedagogy through the narrative medicine approach. Narrative medicine exists in a reciprocal relationship to self-reflection and listening while in addition building empathy. Given the importance of religion in human experience as well as the negative effects of religious racism, medical training should not be silent on the topic of religion. This silence can further marginalize patients who are likewise devotees of African Diaspora religions by effectively deferring the domain of religion to the ideologies of hegemonic religion. This is not a call to make healthcare providers ‘competent’ or ‘expert’ in non-hegemonic religions, but rather a call to provide them with basic religious literacy to develop understanding. With this effort, providers can be more effective listeners to patients’ religious experience which will facilitate more successful healthcare outcomes.