Chapter 9 culminates this book as it includes my individual secondary analysis, after the two co-analysis meetings with my participants. It discusses the key and common findings from both contexts that address the three research sub-questions and inform the overarching research question of: Religious bullying: Can religious literacy courses address this phenomenon? Chan shares a description of religious bullying as it occurs when a religious or non-religious person degrades another person (often intentionally) emotionally, mentally, or physically based on the bullied individual’s perceived or actual religious or non-religious identity, and/or based on the beliefs affiliated with that aspect of an individual’s identity. On the basis of the largely qualitative basis of her findings, Chan explains that her findings do not illustrate the extent of religious bullying at public schools in Montreal and Modesto but that it clarifies that the connection between religious bullying and religious literacy can be positive or negative depending on teacher attitude, curriculum, and teacher training. In consideration of varying types of religious literacy, Chan discusses the potential to develop a positive connection between religious bullying and religious literacy based on programmes that would include dialogue, analytical thinking, and encountering different individuals per guidelines of the intergroup contact theory.