This ethnographic case study investigates how teachers and leaders in a Norwegian primary school perceive and promote an inclusive school environment for newly arrived migrant children through music. The analysis draws on two aspects of inclusion. The first is on whose terms inclusion takes place and whether newcomers have the opportunity to transform the existing social order. The second is the boundaries of inclusive practices: inclusion and exclusion are seen as processes separated by a boundary that, once crossed, can result in exclusion despite good intentions. The case is a primary school with a dedicated introductory class for newly arrived migrant children. The data collection instruments were participant observation, interviews and field conversations over a period of 10 months. There was a participatory element to the fieldwork in connection with the school's ongoing development work to create an inclusive environment. Three socio-musical spaces were identified. The findings suggest that inclusive music practices face obstacles at individual, organisational and discursive levels. Fields of tension are identified relating to boundaries around what cultural expressions are welcomed and represented in the school; visibility and performance of home cultures; and exclusion and self-exclusion through musical markers of belonging.