Education reform most often focuses on curricula, teacher training, assessment style, and classroom practice. This is for good reason: the ways that education systems are designed have a huge bearing on the learning and well-being of students and teachers (Ainscow, 2005). What are often overlooked, however, are the implicit values, social norms, and behaviours that shape these systems that give them character: how inclusive a school is, or how welcomed students feel; how happy and engaged teachers are; and the value-driven purpose of learning. These can be described as a school’s culture, or as a hidden curriculum—the unwritten, unofficial values and lessons taught and learnt within school walls. In this chapter, Vikas Pota explores the significance and importance of school culture and hidden curriculum. Drawing from real-life examples of award-winning schools, and from a huge collaborative network of educators, Pota makes the compelling argument that any initiative to introduce inclusive models of education must extend beyond curricula and formal policies. Inclusion must be embedded within the very ethos of a school. Indeed, when schools create cultures of inclusion, where every child feels welcome and valued, and every teacher feels empowered and supported, they foster a sense of belonging and community. In such places, all students—not just those that have been historically marginalised—benefit.