The purpose of this article is to describe and analyze the origin of the 'Inclusion Law' and the first steps of its implementation, a vital component of the educational reform in Chile since 2014. It has modified the relationship of the state to private instruction, establishing free education in all schools, ending discrimination in student selection, as well as terminating profits (lucro) from schools receiving public resources. Within this framework, this article first describes the context of the development of this law. Second, it systematizes the evidence (scarce but illustrative) that is available about the first steps of its implementation. And third, explores the challenges facing this policy and the necessary support to improve Chilean educational quality and equity. From comparative and normative perspectives this analysis shows that the Inclusion Law helps in three areas-treating quality education as a right for all; eliminating the differences that played against public school; and potentially decreasing socio-educational segregation. The principal challenges facing this legislation in the coming years is the capacity to consolidate it as policy and above all to transform it-through the social action of educational communities-into an opportunity for more and better learning in Chilean educational schools.