Theories on space, place, and location have become of interest in research since the mid-1980s. There has been talk about a ‘spatial turn’, following writers such as Foucault, Lefebvre, and de Certeau. Theories of space underpin discussions on urbanization, globalization, identity, diaspora, and consumption, all concepts which also relate to religion (cf Knott, 2005). Spatial theories are as yet not much used in education, which is surprising as education often uses different places and localities to differentiate between pupils as well as between subjects. In this paper I will explore what is talked about as ‘religion’ in a specific secular context: the Swedish upper secondary school. My theoretical framework is based on Knott (2005) and Massey (1994) and their work on space and place. My work is empirical and based on interviews in focus groups with students in two upper secondary schools in Sweden. These interviews are viewed as ”conversations with a purpose” (Burgess, 1984) and analyzed from a discourse theoretical approach (Wetherell, Taylor & Yates, 2001). The research shows that these schools serve as an arena for articulations of discourses on religion, which are produced and reproduced by students and teachers, but in quite different ways due to place and space.