The paper has two research questions: A) How do pupils in state schools and in Christian independent schools relate to religious and philosophical plurality in texts and drawings made in their RE lessons? B) How may students’ participation in research contribute to increase their understanding of the multi-faith classroom? The paper combines results from three qualitative projects carried out in two state primary schools, two Christian independent primary schools and one teacher education institution. The framework of analysis combines theories of pupils’ writings and drawings and theory about activity systems. Socio-cultural theory serves as an overriding theoretical framework. To answer question A, I shall discuss the difference in the way religious and philosophical plurality is expressed in the texts and drawings of pupils in state elementary schools and in Christian independent schools, respectively. To answer question B, I shall discuss the way in which trainee teacher commented in writing on a case from a multi-faith classroom. My research indicates that trainee teachers’ participation in research increased their consciousness about the challenges they will meet as teachers in a multicultural classroom and that they add important insights to their learning outcomes and professional competence.