This chapter explores the intersection between educational inclusion, well-being, the life cycle, and the right to learn according to one’s condition. Its objective is to argue that educational inclusion is a guarantor of a subject’s overall well-being. To this end, it is essential to generate the conditions for each subject (individual and collective) to create situated learning processes according to their own conditions throughout their lives. The chapter is structured as follows. It begins with conceptual development of the inclusive education approach and some perspectives on well-being. Following that, there is a deeper look at subjects, learning, stages of life, and well-being. Then we focus on the relationship between inclusive education and schooling and move on to explore the link between inclusive education and well-being throughout life. The conclusion indicates that inclusive education as a real, concrete practice still has a way to go, pointing out that one obstacle to be overcome is the homogeneous, decontextualized educational practices that continue to legitimize only one type of learning. Finally, the chapter emphasizes that nowadays diversity challenges education, and that heterogeneity helps guarantee the learning subject’s well-being according to their subjective and socio-cultural condition.