The integration of Syrian children into the Turkish national educational system has been an important issue in the field of Turkish educational policy since 2011 when the Syrian crisis caused millions of people to seek asylum in Turkey. After Temporary Education Centers (TECs) in refugee camps were phased out due to the changing inclusive education policies, Promoting Integration of Syrian Children into the Turkish Education System project (PIKTES) was introduced by the Ministry of National Education (MoNE) in 2016 in 26 cities across the country mainly to alleviate the linguistic challenges of Syrian refugees and facilitate their social integration into the society. The present qualitative type of study aims to describe and analyze the inclusive education practices for Syrian students at primary state schools. Data collected from five experienced Turkish teachers of integration classrooms via semi-structured interviews. The reflexive thematic analysis revealed three main themes as systemic shortcomings, Syrian families' indifference, and insufficient professional support for the teachers. The themes present the challenges of inclusive education in Turkey from the initial stages in TECs to the recent practices within the scope of the PIKTES project. Findings shed light on how to redesign inclusive education for refugees in the Turkish context. [This paper was published in:"EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 372-385.]