The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers' perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, "Innovative SFL Teachers" and the smaller, "Traditional SFL Teachers." The Traditional SFL Teachers are characterized by more years of experience, lower inclusive beliefs scores, lower teachers' perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role.