Respect and tolerance are key values in education. They are also among the aims of education and are brought to the foreground in educational policy. We argue that these values are neither philosophically nor politically given aims for which education is a means. Instead, respect and tolerance are enacted and negotiated through educational practices. We emphasize that respect and tolerance should be empirically and critically studied in educational practices. The discussion is based in two previous research projects and the material includes interviews with teachers and students and classroom observations. Moral philosophy is positioned as a conversation partner with the data material. We conclude that respect and tolerance are performed in different modes in practice. These two values cannot be understood as individual cognitive aspects but as multimodal processes and as aspects of collective, bodily and material practices. This article provides a contribution to the theorizing about educating for respect and tolerance.