This article explores the reported schooling experiences of 28 adolescents attending non-Jewish English secondary schools who self-identified as Jews. Their reported school peer-interactions suggest Jews attending non-Jewish schools may face several challenges from members of non-Jewish peer groups, including anti-Semitism. Their reported experiences of classroom worlds, on the other hand, suggest that curricula and pedagogical methods could be perceived to exacerbate these challenges. These findings are discussed in relation to two on-going educational debates: the provision of state-funded faith schools, and the debate about the nature and purpose of the curriculum subject Religious Education in non-faith schools.