The aim of this chapter is to introduce the concept of existential configurations as an alternative to the concept of ‘livsåskådning’ in a Swedish context. The chapter argues that the ability of students to be active partners in creating the new multicultural or intercultural European reality will grow if we give them access to a language and to concepts that enable them to relate their own meaning-making to other people’s understanding of life. Speaking in terms of existential configurations creates the opportunity for teachers’ professional capacity to grow and gives all students the space “to develop a personal attitude to life and an understanding of how they and others are thinking and living” as stated by the curriculum (Swedish National Agency for Education, 2018).