This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and decision-making. The findings presented that the children want to participate in school activities the "regular way", but on their own terms. Achieving this goal depended on their ability to make the necessary adjustments, as well as adequate support from teachers and school aides. Children reported that they were sometimes given "too much help" by school aides and "too little" by teachers. They felt that they had some influence over their classroom situation; however, they rarely had occasion to take part in formal school meetings dealing with academic issues and individual assistance, which might have enhanced their inclusion and participation at school. Our findings reflect the significance of incorporating children's own experiences and personal history of (dis)ability into the planning process. We conclude that children with (dis)abilities are willing to make great efforts to participate and be included, primarily so they can be engaged with the other children.