Inclusion of students with special education needs into regular classrooms, and prevention of violence in schools are two important social or public policies with which school administrators and teachers are faced in today's public education system. If school staffs are to be effective at implementing these two public policies, it seems reasonable to explore how these policies are successfully implemented and connected. Much research is independently known about inclusive education or violence prevention in schools. However, to date, no one has explicitly studied the policy connections or implementation efforts that result in schools becoming both inclusive of students with special needs and safe for all students. Identification of the connecting factors between policies on inclusive education and safe schools was explored in this study. Using a case study approach, four schools were purposely selected and school staff members were interviewed. Data from interviews, observations and relevant policy documents were analyzed using the constant comparative analysis inherent in grounded theory methodology. The factors that connected inclusive schools and safe schools are presented.