In this paper, focus will be paid to the choice of school process of Icelandic students with intellectual disabilities on the upper secondary level, from the perspectives of inclusion and social justice. Those, who have completed compulsory education, have received equivalent education or have reached the age of 16, have the right study at the upper secondary level in Iceland. Upper secondary schools have however permission to restrict admission to their schools or specific programs within the schools by asking for specific requirements regarding students ‘grades, since they aim at offering students an education that is appropriate for their preparation. This means that those with the best grades have unlimited choices while students with low grades have restricted choices. Inclusion is the official school policy in Iceland and is stated very clearly in Compulsory School Act, No. 91/2008 but is not visible in the Upper Secondary Education Act (2008). Inclusion is nevertheless mentioned in the Regulation on Students with Special Needs in Upper Secondary Schools (230/2012) but the purpose of the Regulation is to ensure that students have equal opportunities to inclusive education. Students with disabilities shall be provided education and special support in their studies and students shall study alongside other students as far as possible (Upper Secondary Education Act, 2008). When applying for admission into upper secondary schools, students with disabilities are, however, not included in the main application process since their process starts earlier and lasts one month while the application process for others starts later and lasts over two and a half months. Students applying in general education have an opportunity to reconsider their choice before final admittance; students labeled with intellectual disabilities do not. To add to the segregation, students with intellectual disabilities are not applying for programs in the mainstream, but specific programs for disabled students, which is not even offered in all upper secondary schools. Their pathway is therefore very different from that of their non-disabled peers. This process is the motivation for this qualitative research that is situated within the Disability Studies in Education paradigm. DSE scholars define inclusive education as full participation of students in general education settings with minimal or no segregation into special education or other forms of exclusionary programs. They claim that disability is a social construct rather than a medical issue (Baglieri, Bejoian et al. 2011; Connor 2014; Connor et. al. 2008). If students with intellectual disabilities are to get equal opportunities to inclusive education, as stated in the Regulation, things will probably need to change considerably. Following a different pathway when applying for schools and applying for segregated programs can hardly be described as inclusive, given the DSE definition, therefore we ask; “What challenges need to be addressed in the choice of school and application process for students with intellectual disabilities in Iceland in order for the process to become inclusive? “