This chapter seeks to respond to the following question: What pedagogical form can make it possible to acknowledge religious content matter schools and preschools without compromising the non-confessional demands of the curriculum? To respond to this question, the chapter introduces two theoretical tools. The first is the idea of migrating meanings and its implications for understanding the character and function of religious traditions and rituals more generally, an idea inspired by political theorist William Cavanaugh’s idea of religious change. The second is the gesture of pedagogical profanation as it has been articulated by philosophers of education Jan Masschelein and Maarten Simons. With the help of these two theoretical tools, the argument is made that (a) there are no neutral nor unchanging traditions but both their form and content change and “migrate” over time (Cavanaugh) and that (b) religious traditions can be passed on to the next generation in schools and preschools through the gesture of profanation and in the specific form of study (Masschelein and Simons). The overall purpose is to seek out an approach through which teachers and educators can respond educationally to acknowledging religious content matter in schools and preschools beyond the religious/secular divide.