Despite a vast body of research on inclusive education, students' perspectives and experiences of inclusive secondary schools have garnered little attention. Yet their perspectives and experiences are central to the development of inclusive schools. To investigate this, we conducted seven group discussions with ninth-year students at German inclusive secondary schools, asking them what makes a school a place where all students can learn well. Using reflexive thematic analysis, we developed three themes (community, justice, and school as a place to live), three cross-thematic areas (limits, teachers, and belonging), and two overarching central discourses (othering and submission to a meritocratic, non-participative school logic). In light of our findings, we argue that inclusive secondary schools still face major challenges vis-a-vis the continuing non-inclusiveness of societies and that students' views can provide valuable insights into key success factors for inclusive secondary education.