Although Waldorf education resonates remarkably with Islamic life practice on several levels, the number of children from Muslim families is disproportionally small at Waldorf schools in Germany and the UK. This thesis aims to explore possible causes and collect incentives for addressing the matter in constructive ways. In order to establish how a Muslim approach to Waldorf education can be facilitated, it examines first some of the congruities, then the obstacles, supported by a survey among practising Muslim parents and finally the possibilities, illustrated by examples of trailblazers in Cambridge, Luxor and Los Angeles. Main merits of Waldorf education from a Muslim viewpoint were found in its holistic teaching approach, which takes into account not only children’s intellectual and physical development but also their spiritual and artistic unfolding. Several aspects became apparent which, once addressed, can make Waldorf education more accessible for Muslims and thereby respond to the recent resolve for a conscious renewal within the Waldorf movement. This is the final English version of the master’s thesis submitted at the Freie Hochschule Stuttgart. Please cite this Zenodo version using the DOI provided. A German translation is included as a second file in this record. An earlier mirror of the thesis is available on Figshare. Both the English and the German version of the thesis are also on Academia.edu and linked via waldorfresources.com.