Australian based research on the identity of the Catholic school (Sultmann & Brown, 2011) generated key pillars to depict the dynamic, complex, and unique life of the school. Notwithstanding this, a limitation of findings lay in particularising theoretical perspectives and generation of a wider discussion as to their theological implications. Within this context, Post Conciliar Magisterium literature on the Catholic school was examined more exclusively. This documentation was exposed to a Leximancer analysis to extract identity concepts which, in turn, were subjected to Interpretative Phenomenological Analysis (IPA) to detail identity themes, narrative expressions and principles of integration. Findings from Magisterium perspectives confirmed and expanded the significant dimensions of Catholic school identity established previously. The discussion of findings proposes definitional criteria for these pillars and offers a practical theological reflection on their associated themes, narratives and integrative principles.