This paper discusses the contribution of Interactive Groups to the inclusion of migrant children and children from cultural minorities, based on the cultural intelligence (Flecha, 2000). Vygotsky (1978) pointed out the importance of adult guidance to move children toward higher levels of development. Studies have examined the cultural dimension of the adult guidance and have provided more evidence on why diversity of adults support children’s learning (Rogoff et al, 2001; Gonzalez, Moll & Amanti, 2005). These studies have supported instruction based on the cultural knowledge associated with ethnic/racial identities to increase student engagement and learning (Lee, 1995). Minority and migrant adult volunteers create the conditions for minority and migrant children’s inclusion and learning in IG. These volunteers create opportunities for children in the groups to engage in dialogic learning by using their cultural intelligence, manifested in cultural “ways with words” (Brice-Heath, 1983). This challenges the “deficit thinking” (Valencia, 2010) historically applied to vulnerable populations, and recognises and takes advantage of their knowledge and abilities. As a result, expectations on children’s learning increase, gender stereotypes associated to certain cultural groups are dismantled (Garcia, Larena & Miró, 2012), school gains meaning for both children and adults, and learning results improve.