Muslim education is not incommensurate with multiculturalism and, hence, does not pose a threat to multiculturalism at all. If Muslim education were to be perceived as a risk to multiculturalism then either such a form of education is not conceived appropriately or the claims of multiculturalism are false. Instead, the authors argue that Muslim education can engender multiculturalism--that is, Muslim education is attuned to multiculturalism. Moreover, they contend that Muslim education has the potential to give rise to new imaginings, which augurs well for the madrassah--that is, the educational institution often pejoratively accused of instigating violence. Instead, they argue that the imaginative madrassah can be considered as a seedbed for vigilance and recognition of the other--those virtues that can harness multicultural practices.