The purpose of this study is to shed light on how school-age educare teachers' reason about their work in order to include all students in after-school education based on students' different conditions and needs. Issues touched upon and discussed in this study are school-age educare teachers' views on inclusion, pedagogical strategies and methods, and challenges that school-age educare teachers identify with inclusion work. This is a qualitative study and we have used semi-structured interviews to collect our data material. We have visited two different schools and interviewed four trained educare teachers with greater responsibility within the operation. We analyzed the collected material through a relational perspective. The results were divided into three different themes that answer our questions. In the result it appeared that the school-age educare teachers agree that it is important to work for and find alternative approaches to include all students in the activities. They also agree on the importance of being a responsive and engaged adult in social contexts and of actively building relationships with the students. When it comes to challenges, the experiences differed, we saw obstacles such as poor cooperation, staff shortages, guardians' resistance to diagnoses and religious reasons, among other things.