Purpose: The purpose of this paper is to review and synthesize published studies and practice in the "integration" of ethnic and religious minorities in Britain and The Netherlands, 1965-2015, drawing out implications for current policy and practice. Design/methodology/approach: This paper is an evaluative review and report of results of work on citizenship education for young Muslims and their peers in English schools. Findings: Young Muslims have positive attitudes to "good citizenship," as Islamic socialization makes them particularly responsive to citizenship messages. But there is hard-core racial prejudice and Islamophobia in about 25 per cent of adults. In The Netherlands, this xenophobia has supported far-right politicians who are strongly anti-Muslim. This paper cites evidence that continued prejudice may lead to alienation and radicalization of some minorities. Research limitations/implications: Unchecked prejudice concerning minorities can have negative implications for both majority and minority groups--this broad hypothesis deserves further research in both Dutch and British societies. Practical implications: In Britain, success in Muslim schools in fostering positive citizenship implies that Muslim groups can maintain "quiet dignity" in following Islamic pathways to good citizenship. Social implications: State support for religious-foundation schools should be offered to all religious groups and should not be withheld from Muslim minorities for "security" reasons. Originality/value: This overview by two Muslim educators offers new insights and proposals in the acceptance of Muslim minorities in Europe.