The accelerating social transformation processes are changing the framework conditions for dealing with religion. Religious learning no longer appears to be a matter of course. Religious education must take a new approach to the social demands of the migration society. There is a growing number of voices in favour of an expanded, positionally sensitive, joint RE for members of different denominations and religions. In doing so, teaching in a co-operative way with different religions encounters specific difficulties arising from stereotypes and prejudices. Corresponding exclusion mechanisms have been proven for members of majority religions; they are discussed for members of religion(s) in a minority situation (Gmoser 2023; Kolb/Juen 2021). So far, there has been no discussion of whether or to what extent religion-cooperative teaching can develop inclusion strategies. This article asks empirically whether and to what extent lessons in which members of different religions are taught both together and separately contribute to overcoming mutual prejudices.