This qualitative study aims at researching teachers’ perception and experiences surrounding the inclusion of SFI-students’ experiences and knowledge in classroom teaching. The Zone of Proximal Development and progressive pedagogy are the main theoretical framwork underlying this research. ZPD states that teachers should always consider students’ accumulated abilities and knowledge. Similarly, progressive pedagogy maintains that teaching should stem from, and revolve around students’ previous experiences and identities. Four SFI-teachers participated in semi-structured interviews around their perception and experiences of the definition of students’ experiences and knowledge, how they include students, and the effect of student inclusion. Thematic analysis was applied in order to categorise the gathered data that correspond to the curricular regulations, the theoretical background, and the main research questions of the study. The analyses resulted in two main global themes: ”Inclusion of students’ experiences and knowledge”, and ”The effect of inclusion”. These findings demonstrate that teachers’ defintion of students’ experiences and knowledge is comprised of their various professional, cultural and educational backgrounds. Moreover, the effect of inclusion is acknowledged to generate a positive impact on students’ participation in the classroom. Furthermore, inclusive lesson planning indicates a consistency with the curricular regulations of inclusion, which is what Swedish schools should be permeated by.