This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts--the development of social cohesion and the protection of cultural, ethnic and religious identities--and explores how these may be reconciled through a model of "shared education". Drawing on research evidence and recent experience of shared education in Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division.