This article explores adolescents' and teachers' interpretations of shared education through interviews with participating teachers and pupils in one school partnership in Northern Ireland. As an initiative explicitly designed to bring pupils from Catholic and majority Protestant schools together, shared education offers potential for building intergroup relations in Northern Ireland where, despite a peace agreement in 1998, life continues to be characterised by deep political and cultural division. Drawing on the qualitative data from the two participating schools, the research reveals the complexities of contact amongst adolescents in divided contexts so that, although some students frame shared education experiences in positive terms, others are discomfited by the process and report negative experiences. It argues that as adolescents' tendency towards self-consciousness and social unease may be intensified in shared education programmes, more attention might be placed on their unique characteristics when designing and planning shared classes.