This study focuses on exploring and understanding teachers' perceptions of inclusion within the context of School-Age Educare. The research aims to investigate how teachers describe, experience, and navigate the concept of inclusion, as well as identify the key challenges and opportunities they encounter in their work to promote an inclusive environment. The study is based on a qualitative method that includes interviews with several School-Age Educare teachers and analyzes their perspectives from an intercultural perspective, to contribute to an improved understanding of inclusion processes in this specific context. The concept of inclusion covers a wide spectrum of practices and viewpoints aimed at ensuring that all children, regardless of background or needs, can fully participate in the activities. In the environment of the School-Age Educare this is expressed in how activities are organized, how relationships are built and maintained, and how learning environments are adapted to support each child's unique conditions and needs. The purpose of the interviews is to highlight the teachers' voices and experiences, thereby creating a basis for reflection and the development of inclusive strategies tailored to the unique conditions of the School-Age Educare. The results from the interviewed School-Age Educare teachers emphasize the importance of creating a welcoming and accepting atmosphere, where all students feel valued and included. At the same time, the importance of individualization and flexibility in learning activities to meet different needs and abilities is stressed. Challenges identified include difficulties in meeting each child's unique needs within the framework of group dynamics, as well as finding the balance between offering support and promoting independence.