Muslim migrants in Belgium do not have their own schools; however, in schools organised by the Flemish community or the municipality, Muslims can opt for Islam as a separate subject. In contrast, in Catholic and alternative pedagogical schools Muslim pupils are generally expected to attend Catholic RE or cultural philosophy. This paper analyses how Muslim pupils evaluate this absence or presence of Islamic studies and how this affects their ‘sense of belonging’ and their ‘feeling of safety at school’. Bourhis’ (1997) acculturation framework and the concept ‘belonging’ (Nira Yuval Davis, 2010) are used to explore qualitative interview data from an EU funded 7th framework project. The analysis suggests that Muslim pupils’ views on this topic depend on the way in which the school handles its position of power in its interactions with children and parents. In general, however, Muslim’ pupils see Islam lessons as an important lever in developing a sense of belonging vis-à-vis the Flemish society. Bourhis, R. Y. et al (1997), ‘Towards an interactive acculturation model: a social psychological approach’, in International Journal of Psychology, 32, no. 6, p. 369-386. Yuval-Davis N. (2006), ‘Belonging and the politics of belonging’, in Patterns of Prejudice, vol. 40; no. 3, p. 197-214.