This study was conducted to investigate the implications of the experience of integration for children with special needs. The study was conducted using the qualitative research method of phenomenology. The study group comprised integration students with specific learning disability, currently attending primary and secondary school in Ankara. A semi-structured interview form was used within the scope of the research. The interviews, which were turned into written documents, were coded in the MaxQDA program in three stages as open coding, axis coding and selective coding, respectively. Then, four main themes were formed: communication, social environment, academic field and peer bullying. Being a student of mainstreaming is a "obstacle" that disrupts communication in the communication field; it means "rejection" in the social environment field and "being different" in the academic field. When all the results are evaluated together, it can be said that being a mainstreaming student means "not belonging".