<p>This study examines contemporary student perceptions of religion within a Canadian Catholic high school. Drawing on survey responses and qualitative interviews, the research explores how youth experience and interpret religious education and rituals in a pluralistic and increasingly secular cultural context. Secularization theory provides the analytical lens for assessing shifts in student religiosity, engagement, and critique. Findings indicate a complex relationship: while some students view religious practices as meaningful sources of reflection and community belonging, others perceive them as outdated, exclusionary, or irrelevant to their personal beliefs and academic priorities. Patterns of disengagement appear driven less by hostility to religion and more by a desire for authenticity, inclusivity, and relevance. The study also reveals that institutional trust, relational pedagogies, and opportunities for moral inquiry are pivotal in sustaining student interest in faith-based identity formation. These findings underscore the need for Catholic schools to navigate the tension between tradition and diversity, adopting more dialogical and student-responsive approaches. This research contributes to broader conversations about the evolving role of religion in education and the challenges of fostering religious literacy in secular and multicultural societies.</p>