Ghana is witnessing an increasing number of 2nd generation street children (SGSC) living in the street of Accra, the capital city as a result of many factors including teenage pregnancy among street girls, ethnic conflicts and rural-urban migration. Street presents enormous risks to street children; they are excluded from safe-family environment, basic services like health and education, and protection against exploitation. This article explored the inclusion of 27 SGSC in regular schools in Accra. Using qualitative methods, we obtained data from 15 teachers and social workers directly involved in the inclusion project. Finding revealed that SGSC were provided with pedagogical materials, daily feeding and school-related needs to encourage school attendance. To enhance positive learning outcomes of SGSC, teachers employed explicit instruction, cooperative learning, and social skills instruction. The study concludes that inclusion of SGSC in regular schools requires a willing and responsible school leadership; a comprehensive needs assessment including street mapping and social investigation on SGSC; financial support; and training of school personnel on streetism.