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Islamic education appears to have entered a new era at the beginning of the millennium. Recognising twenty-two madrasas in 2011 was the first step of the ministry of Education toward an integration process that started in the 1990s to reform informal religious education. In 2013, the number of establishments meeting the requirements for inclusion in formal education reached one hundred. However, the process has raised questions about the curricula for training teachers and opened the way for negotiations between actors in education. This article analyses public education supply and the dynamics it brought about in these schools as well as among those who promoted integration, through a diachronic study of the trajectory of Islamic schools.