This study aims to examine Newly Qualified Teachers' (NQT) experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers' practices with regard to inclusion is known as inclusive pedagogy. However, there is limited research into NQTs' experiences of implementing an inclusive pedagogy in their teaching. This cross-case study was conducted with seven NQTs in three schools located in high poverty environments. Qualitative data were collected through narrative observations, semi-structured interviews, and reflective diaries. The findings indicate that the NQTs in their efforts to implement an inclusive pedagogy, adopted practices that were consistent with the principles of an inclusive pedagogy and these practices related to teaching strategies, additional support and working with others. The study extends an existing corpus of knowledge on inclusive pedagogy.