This article explores the role of state-funded Catholic schools in debates about the causes and manifestations of sectarianism in Scotland. It suggests that debates between proponents and opponents of state-funded Catholic schools (and indeed faith schools more generally) have been largely aspatial, focusing on the teaching ethos within schools--empirically weak conceptions of the impacts of segregated schooling on social networks, and abstract national-level accounts of religion, ethnicity, identity and belonging. The article argues for a focus upon the productive power of schools as place nodes within a network of urban spaces and the agency of pupils in identity and friendship construction. It suggests the need to recognise the specifics of the social, spatial and political national and local contexts within which faith schools are situated. It concludes with an examination of educational policy responses to sectarianism in Scotland, arguing that they have focused on disrupting the spatial ordering of faith schools in an attempt to realign the physical boundaries of segregation and the visibility of difference in urban space. (Contains 8 notes.)