This article explores the development of inclusive practices in an international school. The qualitative case study investigates how the school removed barriers to learning for three students with varying levels of learning support needs: mild, moderate, and intensive. Data consisted of interviews, observations, and document review. The findings highlight that successful inclusion is a dynamic and continuous process that requires a strong focus on learning, access, and solution-seeking. The school emphasized collaborative teaching, differentiated instruction, and a culture that supports metacognitive learning and student empowerment. The study also underscores the importance of addressing the social and emotional aspects of learning alongside academic needs. The school’s inclusive culture was reinforced by strategic planning, staff recruitment, professional development, and the use of spaces designed to enhance cognitive and sensory needs. The research suggests that developing inclusion within international schools is an ongoing process involving long-term planning and adapting to the unique challenges of diverse, globally mobile student populations. The article advocates for inclusion as a central focus of school development and calls for further research in international school settings to build on these findings and challenge exclusionary practices.