In this chapter, we explore how multilingual students are represented in Norway’s national strategy Kompetanseløftet for spesialpedagogikk og inkluderende praksis (“The Competence Boost for Special Needs Education and Inclusive Practice”) and how this is reflected in schools’ developmental work. Through a mixed-methods design, including document analysis, survey data from school staff, and reports from local authorities, the study reveals a lack of explicit focus on multilingual students within the strategy’s implementation. Although public policy documents emphasize the need for professional development in second language acquisition and multicultural competence, these aspects are largely absent from the strategy’s operationalization. Survey findings indicate low academic expectations for multilingual students and limited use of support structures such as mother-tongue teachers or multicultural expertise in the EPS (Educational and Psychological counseling Service). We argue that multilingual students are at risk of being marginalized when their educational needs are not recognized within broader inclusion efforts. It calls for a more integrated, interdisciplinary approach that bridges general, special, and multicultural education, ensuring coherence between policy intentions and school practices to secure a well-adapted education and to avoid the development of learning difficulties caused by practice in the school.