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The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it conce rns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers' narratives, we highlight successful, small-scale and creative pedagogical arrangements and teachers' sensitivity to recognise and commit to responding to the needs of diverse learners. Our argumentation is rooted in the capabilities approach. We carry out an evaluative exercise and examine how the classroom practices and teachers' understandings of their students look like through the capabilities conceptualisations.