This thesis aims to explore the concept of educational inclusion for newly arrived migrant students in Sweden. Educational inclusion is examined through the theoretical perspectives of Human Rights and Multiculturalism. Moreover, the research uses text analysis on the educational inclusive policies on the national, and the local level. The effects of those policies are examined through interviewing the participants who have experienced the implementations of these policies on the local level in Skövde city. The findings show that the policy of Swedish language teaching is not properly implemented in Skövde, resulting in newly arrived migrant students not being successfully included, due to them lacking the needed Swedish language skills required of them. This research argues that learning the Swedish language is the main factor behind the successful inclusion of the newly arrived migrant students in the Swedish educational system.