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The aim of the present study is to capture the teachers’ reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception classes. Narrative-discursive analysis unravels the effectiveness of inclusive practice in Greece for culturally diverse students according to specific aspects of inclusive pedagogy such as progressive education, transformative learning, innovative practices, and strategies, as well as school–family partnership. Teachers’ experiences revealed their complex work to handle the increasing diversity in schools and to respond to all students’ needs in a context of slow but steady measures towards inclusion.
Samsari et al. (Sun,) studied this question.