This article offers the results of a bibliographical review concerning the current scientific production on how to address religious diversity in primary schools. This work focuses especially on the region of Andalusia (the southernmost region of Spain, Europe) and the autonomous cities of Ceuta and Melilla (Spanish territories located in North Africa). The “cultural super-diversity” that Western societies are currently experiencing has led to a significant increase in both cultural and religious diversity. This phenomenon requires to rethink the place of religion in today’s society and, more specifically, within schools. An analysis of the literature published on this subject leads us to argue that, instead of relegating religion to the private sphere, this religious diversity should be used as a meeting vector that facilitates intercultural education in the classroom and in society as a whole. The cases of Andalusia, Ceuta, and Melilla, with their particular historical and sociological configurations, serve as paradigms for implementing concrete interdisciplinary strategies—particularly regarding the presence of the Islamic community—that can be extrapolated to other contexts.