Almost worldwide inclusive school systems have been politically enacted and the implementation is a major challenge. Most of the literature concerning inclusive pedagogy focuses on social participation and pedagogical approaches in general, leaving out the transfer of these demands to specific subjects. This paper presents an explorative case study focusing on the conflicts a teacher experienced when teaching chemistry at an inclusive school. Following the steps of the documentary method, the orientational frameworks guiding the teacher’s actions during a chemistry lesson is unveiled. This framework is participation oriented and is in conflict to the demands of both, science and inclusion.