This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a 'bricolage' approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: ( a ) the participants were enculturated into the integration model; ( b ) although there were strong perceived academic benefits for the included students, the evidence is contradictory regarding the social outcomes of inclusion; ( c ) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and ( d ) there was a perceived need for ongoing professional development. The findings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support 'inclusive practice' in ways which are acceptable to teachers, parents and students.