In 2012 the Danish Parliament passed legislation mandating that 96% of all students in compulsory public education attend regular classes. This target generally led to severe strains within local education authorities in Denmark. Civil servants, school principals, and teachers experienced inclusive education as a challenge rather than as an opportunity. In 2015 a municipality in Northern Jutland even decided to increase the target to 97% of all students. This article analyses the process and challenges of how inclusive education policies in this particular municipality were implemented and enacted between 2015 and 2019. Drawing on qualitative data, the article maps the discourse surrounding inclusive education and the organizational interactions between three levels of the local education authority: the political level, the civil servant level, and the local school level. The concluding discussion reports the findings and sheds light on the local challenges of organizational change in terms of inclusive education policies.