In the Nordic countries new programmes in inclusive education represent a critical and transformative force to traditional special/educational knowledge and practice. Still these programmes originate from and are situated in professional programmes in special education. The inclusive initiatives are thus inseparable from the interaction between professional interests and the power of special education knowledge, and educational politics and inequitable social structures. This paper reports on a study that examines the interplay between the programmes in inclusive education, i.e. the thematic and curricular content and learning activities, and the students' experiences. The aim is to generate knowledge and insights about these social learning processes and how they intersect with the students' professional perspectives. The analytical framework comprises an outline of the inclusive field and theoretical conceptions of learning, disciplinary socialisation, and professionalisation. Construction of data is based on programmes in inclusive education from the Danish University of Education and the University of Stavanger, records of reflexive student-texts written during the course, and group-interviews with students. The research-design and results from the study will be presented and discussed.