The article deals with fundamental prerequisites, challenges, but also possible effects of a religious education in which different denominations and religions learn and form together. While denominationally cooperative formats had been introduced in individual German states since 1998, there are increasing voices that are programmatically considering new forms of instruction in light of a changed social situation, the growth of Muslim religious communities, and the increase in non-denominational students. This type of instruction, which is increasingly referred to as religiously cooperative, does not occur in the practice of state schools, or at best only in short-term instructional experiments. Empirically, one is directed to church-run schools, which are testing the model as an alternative to conventional denominational instruction in particular. Pupils and teachers have their say, describing their subjective impressions, and then the effects of this teaching are reflected in the theoretical architecture available so far. In their statements, do the students carry out a change of perspective or an assumption of perspective - in this way, approaches to the didactics of religion that refer back to comparative theology predominate - or do they reflect on their own positionality within the framework of approaches that are based on a pluralistic theology of religions? The empirical analysis suggests that the theory architecture cannot start with religion-theological models alone.