This paper offers insights into learning experiences in inclusive classrooms, gained by giving voices to pupils about their perceptions of themselves and their opinions on classroom climate. A positive response pattern is identified concerning academic and social dimensions of schools, while the overall picture concerning the dimension of participation is more blurred. The paper argues for further explorations of the concept of educational participation in inclusive settings, not only with a focus upon the psychological classroom climate aspects, but also upon the pedagogical and didactic processes that constitute the learning conditions for pupils with disabilities included in mainstream classrooms.