The present article is based on a qualitative research focusing on mainstream school classes in Greece, where refugee students are included. More specifically, it investigates how mainstream class teachers handle the fact of having refugee students in their class team: which challenges they meet, which practices they use for language acquisition and inclusion, what they feel or think about teaching to refugee students in the context of the mainstream class. In addition, the study investigated how Covid 19 pandemic affected the way of teaching to refugee students. Both diaries and interviews were used to deeply understand teachers’ experiences. It appears from the data that teachers are willing to facilitate refugee students’ learning and inclusion, but they need more support to overcome the various challenges they face.