The present study aims to investigate primary school teachers' views regarding including migrants/refugees with disabilities (M/RD students) in the Greek educational system. The research questions concerned the attitudes of educational stakeholders towards the inclusion of migrant-refugee students with disabilities, teachers' views about characteristics of the Greek educational inclusion policy regarding M/RD students, and teachers' ideas regarding the inclusion of M/RD students. Twenty-three primary school teachers participated in this study. The semi-structured interview was the research tool used for this study. Findings revealed that the teachers in our study hold an ambivalent attitude towards including people with a migrant or refugee background and others in the school community. Furthermore, double labelling seems to mediate their opinions since the social representations of migrant and disabled characteristics that intersect in these cases shape their treatment by the social context.