This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens; they are also persons.