The conceptualizations of educational inclusion, previously restricted to securing access to formal education, recently highlight the promotion of equitable social and academic relations as well. This study investigates the inclusion of students with immigrant background within their class’ teacher-student interaction networks, while distinguishing by the initiator and content of interactions. Data from 38 Chilean mathematics teachers/classrooms and 933 seventh graders were collected and analyzed using systematic observation, social network visualization and multilevel models. Results show that the inclusion of students depends significantly on their country of origin. There is also significant variation in teacher-immigrant student interactions across classrooms.