Description: In an interconnected global world, with no distances and no borders for economic and capital movements, migration has created pressure for changes in the politics of national states. The public spheres of social, productive and economic life are influenced by private spaces open to exchange and to shared development. This is affecting Europe. However, with the opening of borders to different cultural influences, the response of European western civilization has been restrictive. Spain, was formerly an exporter of immigrants to other European countries, or to South America (as a consequence of the civil war, 1936 - 39, and the poor economic situation that followed). Immigration is now mostly from South America, North Africa or Eastern Europe, and is shaping the future. National minorities of Spanish heritage and newcomers are then forced to live together, but this is not coherently planned or supported (Santos Rego & Pérez Domínguez, 2000).In this paper, we are going to explore how these different communities live together, and how they interact and develop. In doing so, we will refer to seven different case studies, two in primary and infant schools (3 to 12), and four in compulsory secondary stages (12 to 16) in Navarra, and the last, at a post-compulsory level (16 to 18) in the Basque Country (both Autonomous Communities in northern Spain and nearby). We thereby propose to analyse how the process of inclusion is developing in practice, in order to compare it with other processes in different European countries.