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Research on religious youth in the contexts of public education has been gaining traction in this global climate of religiously fueled conflict, mass migration, and resulting increasing religious diversity in Western countries. Scholars are increasingly interested in how faith-identifying students are fairing in public schools that continue to be shaped by the hegemonic Christian values and practices in Western countries (Moulin, 2012; Selby, Barras, & Beaman, 2017; Zine, 2001). Using feminist poststructural theory and lived/everyday approaches to religion, this paper explores the unique position of one Christian student, Leera, to interrogate this individual student’s experiences of identifying with Canada’s majority faith group, while simultaneously experiencing silencing around her religious identity by the discourses defining Christianity in her particular school space.