This study of MGS has demonstrated how academic life and growth of its students remain intertwined with the religiocultural framework of their community. We have made an attempt to grasp, with an ethnographer’s lens, the complex phenomenology of the educational experience of Muslim girls growing up in a lower socio-economic setting. In the process, we have recognized and deconstructed the milieux formed when religion and gender combine to create a social force in a specific socio-economic context. The juxtaposition of the thoughts of MGS girls with the ethnographic sketches of the institutions and spaces they access enabled us to capture the negotiation between a collective identity and the emergence of individual identities during adolescence. While deconstructing this negotiation, we got an opportunity to recognize the points at which a community’s culture allows the ideas and values associated with modernity to germinate, as well as the points at which it poses obstacles. We are now in a position to assess what education can achieve in its role as an enabling mediator – a mediator between the responsibility of a modern state towards its citizens, on one hand, and culture on the other. The conclusion of the study builds on a discussion of MGS girls as lone strugglers in a battle between a model of life governed by the religiocultural framework of their community and class on one hand, and aspirations, germinated at the school, on the other.