This chapter discusses important issues when building inclusive mathematical learning environments in mathematics education from a student perspective. A theoretical model of what an inclusive mathematical learning environment can be is presented. In the model three themes are visible: pedagogical and didactical environment, physical and organizational environment, and student-centered learning environment. Results from a previous study of students meaning of inclusion in mathematics (Roos, 2019a) is reanalyzed with the theoretical model. The result show that from a student perspective issues within all three themes are pinpointed. In the theme pedagogical and didactical environment use of textbooks, “going-through”, discussions and working with peers, eacher explanations and teaching approaches was pinpointed. In the theme physical and organizational environment placement in discussions in the classroom and getting support in a small group outside the classroom was pinpointed. In the theme student-centered learning environment the responsiveness of the (special) teacher and being valued as students in SEM was pinpointed. All through the themes it can be seen that the importance of the teacher, and the teacher’s ability to notice, relate and adjust is significant. Hence, to be able to reach inclusion in mathematics education, teachers need to get possibilities to develop an understanding of, and knowledge about inclusive learning environments for mathematics education.