Chilean schools face challenges due to the constant societal changes that directly impact their communities. One significant challenge is creating inclusive educational spaces catering to their students' diverse needs. This study focuses on understanding the educational community's perceptions regarding integrating transgender students in a private subsidized school in the Metropolitan Region's Puente Alto commune. The study used a qualitative approach to gather information about the community's reality and obtain an approximation of the analyzed phenomenon. The study's results helped identify how prepared the educational community is to manage diversity, particularly regarding transgender people. The study also highlights the community's attitudinal and affective dispositions towards integrating trans students into the establishment. The study identified the support, resources, and actions taken by the institution to promote the inclusion of transgender students. However, the study also identified gaps present in the institution. From an affective point of view, the educational community expressed that it is open to being part of the integration process and taking charge of the inclusion of transgender students.