To date, little is known about how students with special educational needs (SEN) are inclusively taught in general schools in Germany. Based on a context-input-process-output-model, this article describes the variation in how primary schools including students with SEN. The schools vary with regard to selected factors pertaining to the context and organizational aspects. The data used for the analyses stem from questionnaires answered by N = 1113 principals in the IQB Trend 2016. Six contextual and organizational aspects were examined: 1) the percentage of students with SEN in schools, 2) the allocation of SEN students to different classrooms; 3) different aspects of inclusive structures, 4) staff resources, 5) responsibilities of SEN teachers and 6) the principals’ attitudes toward inclusive education. For each aspect, schools were divided into groups with low, medium and high proportions of students with SEN and compared accordingly. The results give a preliminary descriptive impression of the manifold preconditions of inclusion, the different approaches realizing inclusion, and the potential for further research.