The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in inclusive policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an inclusive approach, particularly in terms of age, gender and geographical distribution of students. This article aims to locate the EM SEN in the wider policy and scholarship situation and provide analysis relating to the programme. This article will first examine the specific legislative framework under which the EMP was conceived and delivered, assessing the extent to which these could be seen as helping or hindering an inclusive programme. Then, the specific case study of the EM SEN and its attempts to reconcile individual institutional, cultural and language differences will be discussed. Finally, the EMP generally and the EM SEN specifically will be compared with other international scholarship programmes, namely Chevening and Fulbright. Statistics on the gender, age, disability and geographical make-up of the programmes will be examined so that the EM SEN is put into a wider context of international scholarship programmes, comparing this "European" project with these schemes from the UK and USA. (Contains 1 table.)