Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres try to facilitate the learning and participation of all. A qualitative approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the adoption of inclusive attitudes towards learner diversity. Reflection on this theme provides nourishing insights to teachers, teacher educators, student teachers and educators in the informal learning environment on how to further enhance their inclusive practice.