In this article Teresa Whitehurst and Amy Howells describe how pupils and staff from mainstream and special settings worked together on a project, resulting in a musical performance. They demonstrate at the outset that, even after several decades of integration and then inclusion, there remains an attitudinal hurdle to overcome. Mainstream pupils in this study report feelings of fear, lack of preparation and alienation with regard to pupils with severe and complex learning difficulties. The project in question prompted these pupils to significantly change their perceptions of their peers with learning difficulties, a process substantially assisted by the involvement of all children in the production of a school performance.