The chapter address how a group of student teachers of religious minority background experience and take part in religious education and how they in differing ways become subjectivated as certain types of students in relation to the curriculum. The analysis show how ambiguity and frustration is a part of their educational experiences and it illustrates how they navigate in differing ways in relation to dominant discourses of religion and secularism. By connecting these experiences to current practices in religious education I argue, that the current rather monocultural and instrumentalized point of departure for religious education in Danish public school and teacher education has negative consequences for minority students’ possibilities to identify as someone who belongs within Danish school culture.