The development and implementation of inclusive practices can potentially enhance intercultural education. Through the case study of a primary school in Cyprus, we investigated the practices that were developed and applied by the school itself, which aimed to reduce the marginalisation of students who came from abroad. The practices relate to the promotion and growth of friendly relations between local and immigrant students, the inclusion of all students in their self-governing bodies, the differentiation of teaching according to the needs of each student, the participation of the family and community in school decision-making and the development of school collaborative cultures.