The purpose of this study has been to contribute knowledge to research in the leisure area. The study has focused on leisure staff without college education. The aim was to determine how they interpreted and worked with the concept of inclusion for pupils with special needs. This has been done using a qualitative research methodology and a case study. Interviews have used as a data collection technique. The theoretical framework from which the study was examined were three different definitions of the concept of inclusion; the placement-oriented, the individual-oriented and the communityoriented. In this framework, there are two special pedagogical perspectives that is; the categorical and the relative perspective.  In the result, it was found that leisure time staff associate the concept of inclusion with the adaptations they make for pupils in need of support. Which suggests an individual-oriented definition of inclusion. Their way of working showed two directions in the result. The one against the individual-oriented and the other community-oriented. The challenges that existed were that the number of pupils in the groups were many and that made hard to see pupil and hence created a stressful environment.