Globally, there is an 'inadequate' amount of data on the participation of migrants and refugees in adult learning and education. This paper makes a contribution to filling this knowledge gap by presenting new empirical research and analysis on the broad adult learning and education policy framework for refugees and asylum seekers in Scotland. Scotland has responded to the migration 'crisis' in Europe through various coordinated policies that explicitly promote inclusion for refugees and asylum seekers. Drawing on Schweisfurth's Learner-Centred Education framework, this paper presents qualitative data on four aspects of community-based 'English for Speakers of Other Languages': motivation, fluid nature of knowledge in the classroom, flexible delivery of provision and friendly classroom relations. Findings revealed evidence of good practice, skilled provision of community-based English for Speakers of Other Languages and underfunding. Scotland is a leader in Europe with respect to inclusive policy, but underfunding and jurisdictional authority could undermine its promise.