In the last decade war, social conflicts, and environmental catastrophes in Asia, the Middle East and Africa have contributed to an increased stream of refugees to Europe. Sweden was no exception and the increased number of asylum seekers made heavy demands on municipalities, including school systems. School leaders and teachers in Europe experienced increasing diversity followed by new and complex challenges (see Tuters & Portelli, 2017). This exploratory study takes place in Sweden and includes interviews with four principals whose schools received a variety influx of refugee students, many of whom arrived as unaccompanied minors, during fall 2015 through spring 2016. We use Turbulence Theory as our theoretical framework. The article's purpose is to explore how school leaders managed to adjust their organization in order to fulfill their responsibilities concerning newly arrived students during that period.