The article shows the characteristics that teachers attribute to “included”a and “excluded” students in their schools, obtained from a questionnaire applied to 180 teachers from public schools in the Valparaíso and Metropolitan regions (Chile). The responses reveal the predominance of “schoollike” characteristics to define the quality of a student as included (good performance, good behavior, respect for the rules), to the detriment of characteristics that would derive from the normative model of school inclusion. In addition, these teachers’ responses reveal an equivocal notion of inclusion, and its understanding as an artifice, in the sense of associating it with actions aimed at remedying the distance of certain students from school norms. We conclude that there is a need to study the practical use that teachers make of these qualifications and their consequences in terms of school inclusion.