This chapter examines a new governance effort called Intermezzo Time emerging currently in many Danish municipalities to reorganize the inclusion of students with special needs who are enrolled in regular elementary schools. Intermezzo Time allows schools to develop local solutions for inclusion issues that have led to turmoil, noise, and disturbance due to unmet needs, which in turn have put pressure on planned class time and daily school rhythms. We follow how a school reorganizes Intermezzo Time by adding flexible school rhythms for special needs’ children when planning class time, thus analyzing the polyrhythms emerging across planned activities and acute needs. In doing so, we explore how different rhythms intersect, collide and (de)synchronize when organizing inclusion in daily practices. The chapter shows that while Intermezzo Time aims to enhance inclusion in elementary schooling, it complicates the daily organizing of class by adding extra rhythms that clash with existing ones, demanding temporal flexibility and rhythmic-sensitive labor of involved actors.