This article presents an analysis of teachers' impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for change. We suggest actions that may be taken to transform their school culture and to guide their work towards an inclusive and intercultural model.