In line with global refugee education policy, the Government of Jordan has adapted a model of inclusive refugee education (IRE) such that refugee students are integrated into the national education system. This means that refugee students study the Jordanian curriculum from Jordanian teachers, often alongside Jordanian students. IRE is upheld for its ability to offer high quality education to refugees and national youth alike. In this chapter, I draw on data from a year-long ethnographic study in the non-formal education system in Jordan to highlight the disconnect between the ways that teachers and refugees imagine their futures. I argue that in this inclusive model of refugee education, refugees are positioned towards futures of integration in Jordan that are legally, socially, and economically precarious; In contrast, refugee youth themselves imagine multidirectional futures that allow for the three durable solutions, resettlement, repatriation, and local integration. This chapter, which draws attention to the curricular tensions that exist within IRE and the related challenges faced by educators and refugee youth, contributes to our understanding of educational aspirations of refugee youth with practical recommendations for educators and policymakers.