Muslim education, particularly in rapidly globalising Singapore, has had to negotiate changes which both the education sector specifically and society generally have faced. Some of these changes have challenged "madrasahs", which provide Muslim religious education, to introduce new curriculum. Yet other changes are challenging the nature of the educational process that "madrasahs" are offering and which makes them unique in the educational sector. In recent years, the spotlight has been turned on Singapore's "madrasahs"--in part because of the drive by the state to meet the demands of the global economy. This paper considers the policies and other initiatives that have indicated changes and responses from "madrasahs", including the effort that grassroots organisations have been mounting to promote racial harmony. If the state has focused on introducing mainstream curriculum into "madrasahs" in the bid to integrate the education of their students more closely with that of students in national schools, grassroots organisations have worked to promote interactions of "madrasah" students with those from national schools in activities such as sport. The dilemmas of change which "madrasahs" face concern the very basis of their existence as institutions of religious thought and teachings. (Contains 3 notes.)