This paper focuses on exploring the lived experiences of students and teachers in an inclusive setting. It aimed to answer what it takes to be in an inclusive education setting. The researcher conducted the study during the first semester of the School Year 2021-2022. It utilized a qualitative phenomenological study that investigated the experiences of teacher education students and teachers in an inclusive setting. The participants were identified through purposive sampling and snowballing. The researcher used an informal interview to gather the data. Students and teachers welcome diverse learners to their classes. Some student parents have unpleasant experiences with their classmates, while few student respondents experienced discrimination or bullying from their teachers. All respondents reported positive experiences with the non-teaching staff. Teachers with diverse backgrounds have pleasant and unpleasant experiences with their students and colleagues. Therefore, the following statements are derived: LGBTQ+ students are not afraid to show their identity as their classmates and teachers accept them in school. Most student respondents were welcomed and fairly treated by their classmates and teachers. Some student parents experienced acceptance and fair treatment, but they also experienced discrimination and bullying from their classmates and teachers. The identity of the students was disregarded by the staff when giving their service to them. Teachers have both pleasant and unpleasant experiences. The most effective way to welcome learners into their classes is by encouraging them. The findings and conclusions highlight how important inclusive education is in all aspects of learning and teaching, including the materials to the stakeholders.