The aim of this article is to present findings from a study (Alexandersson, 2007) about how one student--called Sofia--with intellectual disability interacts and communicates with her classmates and her teachers in an inclusive setting. Furthermore, the aim is also to analyse in what way the interaction contributes to Sofia's social participation and learning process. This complex aim implies a theoretical framework that consists of complementary theoretical perspectives, a sociocultural perspective, a social interaction perspective and a special education perspective. Data were mainly collected through video observations and participant observations. The result from the study shows a continuum of varied situations for Sofia's learning where she becomes an active participant in the classroom. In general, there are three main categories of situations for learning: One where Sofia is beside the learning activity; one where she is in the learning activity and one where she is moving between to be beside and to be in the situations. In other words; Sofia can place herself in different positions in relation to varied learning situations. How she places herself depends on what support and scaffolding she gets. It is obvious that Sofia's own actions are of great importance for how successful her interaction will be as well as the affordances given. Sofia's strategy for interaction and communication with her classmates and her teachers is both verbal and nonverbal. Different bodily expressions in the classroom contribute to how Sofia gets involved in interaction processes. The teachers and the classmates' roles as mediators of social and cognitive skills are of central importance. (Contains 2 figures.)