Based on empirical research carried out in public secondary schools in the western part of Nepal, this article examines how Dalit children experience secondary-level education. Their experiences are explored using in-depth interviews with Dalit children, their parents and teachers. The findings reveal that Dalit children's inclusion is affected by a range of interconnected school and community factors. The paper argues that these complexities represent a major challenge for efforts to promote inclusive education. Therefore, inclusion in education should not be viewed as being only about what happens within the school gates, since it is equally important to address barriers within the community.