This paper is part of a book project that investigates whether full-time private Islamic schools participate into the much decried communautarisme (or ethnic/cultural separatism) that the Muslim community is often accused of in France or whether their founding is a sign of intégration (or assimilation) into the French Republic given the State funding of most of private education in France. While the focus in the media has generally been on Muslim secondary schools, there is a clear recent trend to open elementary rather than secondary schools. Drawing on fieldwork conducted in Fall 2016 and Spring 2018, I present two elementary schools, both of whom follow the same curriculum as public schools, with the addition of Arabic language and religious/Islamic values classes. La Plume, established in 2001 in the city of Grenoble, was the first primary Muslim school, and as such is a precursor of the current trend even though it was established in a different social climate. Its request to go under contract with the State in 2015 was denied. In contrast, Eva-de-Vitray in Mantes-la-Jolie, which opened in 2012 in the infamous quarter of Val Fourré, received a contract with the State on its first try. Eva-de-Vitray is notably the only school among the ones I visited that enrolled a non-Muslim student, despite the availability of a private Catholic school near-by. In this talk, I highlight the similarities and differences between the two schools, particularly their mission and curriculum in Arabic and religious or Islamic related subjects, in addition to quality education and choice of name. These schools make it a priority to help students reconcile their identity as French Muslims, or Muslim French, something that is more often than not considered to be an oxymoron by Islamophobes. Therefore, the religious education component does draw from traditional religious instruction offered in majority-Muslim countries, but is specifically targeted to the French context. I also draw parallelism with Jewish schools, which have a longer history in France. The founding of these schools can be seen as a sign of maturity of the Muslim community, which has now mustered the education and the means to claim the benefits the French state has to offer to religious communities. In addition, Muslim parents who are registering their children in these schools have assimilated one of the long-held views of the French who resort to private schools: the quality of education first.