The central concern of this article is to compare the constructions of differences in inclusive school settings between countries with different school systems. The focus is to find out how constructions of differences generate participation and (dis)advantages and, thereafter, how the constructions are related to the structure of the school system and its formal rules. The aim is to contrast constructions produced by teachers who work in a multi-tracked school system with those from single-track ones. Grounded in Karl Mannheim's [1980. "Strukturen des Denkens." Frankfurt: Suhrkamp] theory on the sociology of knowledge, the analysis targets the practical expressions of constructing and addressing differences. The investigation is based on group discussions with teachers. The comparative results suggest that teachers construct differences between students in different ways, linked to the formal school-based context in which they work. While German teachers construct 'total identities' based on achievement and limit students' participation in teaching settings, their colleagues from Norway and the US conceive of accomplishments built on trust with teachers and the need to feel participation in class. The outcomes indicate that the construction of differences and teaching are related to the structure of school which go along with expectations towards the students.