Many Icelanders have the experience of living temporarily abroad because of work or study. Very often children in the family are of school-going age. These children have to deal with a new task; starting school in a foreign country. Starting school in a foreign country is a difficult task both for children and parents. Parents of children with disabilities sometimes have to face a new situation in the new country which can differ according to how the school deals with the education of children with disabilities. The aim of this research was to analyze certain factors in the adaptation of two Icelandic children to a Dutch primary school and how those factors affected the adaptation process. The factors are: Social connections and relations, learning a new language, learning in a new language, cooperation between home and school, the role of parents in learning adaptations and the education of children with disabilities. Here I will tell the story of Breki, (born with Spina Bifida and Hydrocephalus) and how his disability affected his education and adaptation to school. The research was carried out during the school year 2000-2001. Data were collected by field notes, interviews, and a diary and by video during on-site school visits. The findings show that Breki's disabilities turned out to be the main issues in the adaptation process. The school looked at his disabilities as a technical problem and had difficulties in offering him relevant support. The findings raise questions on schools and teachers attitude to diversity and the power/powerlessness of teachers. I am sorry, but I am traveling and do not have access to my references electronically. I can send them later if required.