: Secularization and diversity are two social features that characterize the contemporaryworld. The rhetoric of the public debate in a number of countries has become increasingly polarizedand characterized by a “we” and “them” thinking that relates a national “we” to a specific religion.This occurs in part as a reaction to the changes in national monocultural paradigms as mostcommunities today are characterized by pluralism regarding lifestyles, religion, language andgeographical background. Thus, secularization processes are ongoing while many countries, not leastSweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are amirror of the communities they are a part of. The aim of the article is to explore how secularization andincreasing pluralism finds expression and interact in the classroom practice of Religious Education.The analysis is based on ethnographic data from classroom observations of Religious Education in fourdifferent Swedish upper secondary schools. The results indicate that secularism and non-religiouspositions are considered a neutral and objective position and that secularism is used as a way tomaneuver diversity in the classroom which affects the possibilities of dialogue and understanding.