Schools are formative institutions in which multicultural exchange and negotiation of identity take place. They are crucial spaces of encounter where engagements with "the other" may both challenge and reproduce prejudice and discrimination. Students with a migratory background are specifically challenged by long-established marginalising power structures that can challenge and reshape their frameworks of meaning-making. This paper examines the multiple forms of encounter experienced by Pentecostal migrant students (aged 14 to 18) from Ghana within state schools in Berlin, conceptualised as spaces of secular knowledge production. These encounters may unfold on the institutional, social or material levels of schools and emerge in interactions among students of diverse or non-religious backgrounds as well as through the spatial and epistemic dimensions of education. Against this backdrop, this paper analyses the complex strategies through which Pentecostal youth from the Ghanaian diaspora in Berlin negotiate self-positioning, enact forms of empowerment, and engage in processes of identity construction within potentially contradictory contexts. Particular attention is paid to how they navigate tensions arising from the interplay of religious and secular encounters in formal educational contexts. This paper will highlight how these adolescents articulate and situate their religious identities and differences, thereby contributing to discussions around the multifaceted processes of religious transformation in migration contexts.