The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working.

This was done by a qualitative survey based on half structured interviews and existing school documentation.

The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students.

Our theoretical assumptions were based on Haugs’ terms “including integration” and “excluding integration”, Lahdenperäs’ theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings’ description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools’ view on learning development and adapted education. The schools knowledge about and approach to intercultural education, the competence and engagement of the leaders had all a great importance to how the school formed its education. The school with the most intercultural elements also had a more cooperative culture, efficient way of working and more resources to adapt the education to the students’ backgrounds, preconditions and needs.