Muslims live in a "modern" world where subjects such as the English language, mathematics, sciences, and information and communication technology (ICT) are highly valued and enthusiastically transmitted in schools. How some Islamic schools attempt to equip their students with "modern knowledge" while remaining faithful to their religious traditions is the focus of this exploratory study. Using two Islamic schools in Singapore and Britain as illustrative case studies, this paper examines their history, aims, curriculum and pedagogy in their aspiration to acquire "modern" knowledge within their Islamic world views. It further explores some common challenges faced by students and teachers in both schools in their quest for a balanced curriculum. By highlighting the Islamic schools in two Muslim minority countries, this paper aims to contribute towards the international literature on how religious schools assert their cultural heritage and negotiate their learning in the modern age.