The presentation (and paper) will be based on an international survey regarding teachers’ attitudes towards issues concerning Islamic students in schools. We will present some of the major findings from the Norwegian data set, and suggest an analytic approach based on assumed traits in Norwegian teachers and on the specific demographic situation in the communities involved in our survey. The results will be discussed using the later works of Charles Taylor and Jürgen Habermas as theoretical points of departure. A preliminary analysis of the Norwegian data suggests that the attitudes towards Muslim students are generally more positive than what can be observed in comparable European countries. One interpretation of this may be that the teachers involved in the survey generally have had limited exposure to Muslim students. Another possible interpretation may be that Norwegian teachers in general are less concerned with or involved in religious issues than are teachers in e.g. the United States. Part of the notion of teacher professionalism in Norway is showing tolerance towards minorities, religious as well as ethnic. The growing secularism in Norwegian society in general is also reflected in the teacher population. Some of the comments accompanying the response from the schools’ principals, who conducted the survey at each local school, may suggest this.