In 1997, Bourhis proposed the interactive acculturation model (IAM) to analyze the interactions between immigrants and local communities of the host country. To this end, three components are integrated: the acculturation orientations of immigrant groups, the acculturation orientations of the host community towards specific groups of immigrant groups, and the combination of immigrants and host community acculturation orientations. The following orientations are distinguished and combined: integration, assimilation, separation or segregation, exclusion, anomie and individualism. Since 1997, this model has been applied and discussed in several studies. However, little is known about the acculturation patterns between immigrant and native primary school children and their parents, and about the specific role of religious and moral education in this acculturation process. Based on Bourhis’ framework, this paper provides an analysis of the acculturation patterns between Flemish (‘late-catholic’ as well as non-religious) and Muslim primary-school children in different Flemish schools. Within this setting, the focus is on the role of religious and moral education and on the possible tensions with the school community. To this end, interview data of Muslim and Flemish primary school-children and their parents, teachers of religion and the school management, are used.