The aim of this study is to investigate the inclusion of low-proficiency students in grades 4-6 in EFL classrooms in Sweden. The low-proficiency students are identified as new arrivals who are still in the process of mastering the Swedish language and Swedish speakers who have a negative attitude and low motivation towards the learning of English language. The methods used to collect data were interviews and classroom observations of four certified English teachers in grades 4-6. The findings of this study showed that the teachers supported the inclusion of low-proficiency students through differentiated methods and scaffolding. The results revealed that a lack of common language is an obstacle in the inclusion of new arrivals in the EFL classrooms.