In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina's three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students' right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights of the Child. It reports on small-scale empirical research on the impact of integrated and segregated education on students, focusing on the experiences of students who have had access to Bosnia and Herzegovina's only fully integrated school. There are tensions between the competing educational rights of students and the cultural rights of ethno-cultural communities. Since entrenched political problems hinder the reestablishment of integrated public schooling, the paper considers the potential of service-learning and multicultural community engagement to challenge ethno-nationalist ideas promoted through segregated schools and enable peace and reconciliation.