The chapter seeks to problematize the policy requirement to promote “Fundamental British Values” in English schools. Historically, research shows Britishness to be fluid, evolving, and often difficult to define for White British and ethnic minority young people, as well as for pre-service student teachers, classroom teachers, and teacher educators. Recent research conducted with pre-service student teachers is outlined in this chapter to evidence intersections between nation, identity, and belonging that schools could explore. I analyze the teaching and learning of Britishness and “Fundamental British Values” as complex processes. I recommend for students and teachers to engage in reflective and collaborative classroom activities about identities and belongings. Critical pedagogy and arts-based pedagogies are recommended as possible useful teaching and learning approaches for young people and teachers who explore identity issues in the classroom.