The modeling of an inclusive school culture and high expectations, constitute an important challenge for educational leadership in vulnerable contexts. This article approaches the study carried out in a school of a semi-rural commune in Chile. The research type is qualitative, it aims to describe the strategies implemented by the management team of a school that belongs to the public educational system. The analysis results and interpretation of the information show that the practices launched by the management team are still at an incipient level to create a culture of high expectations and the educational response to diversity is restricted, as the inclusion continues to be associated only to students with special educational needs. It is needed to strengthen the training of management teams in the capacities development to support and mobilize inclusive teaching practices and high expectations.