By complying with their "job", i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils' level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.