The project “School INCLUSIVE Cultural Education” investigates how a modified school culture helps develop respect and openness towards cultural diversity and contributes to an awareness and understanding of aesthetic factors in everyday life. It also aims to foster students’ appreciation of their own creative engagements. School administrators in participating states develop strategic targets and support the schools in this process. This includes the implementation of the cultural education program as a set of representative tasks that cuts across individual subjects and stakeholders. This conception of necessary school-wide changes and improvements is based on the strategic and pedagogical decision to integrate art, as an instructional and learning method with both artistic and cultural dimensions, in all subjects and areas. In addition, culture has a privileged place in school life outside of classroom instruction. Cultural events mark important school events, establish rhythm in school life (school celebrations, newspaper, exhibitions, theatrical productions, choir, reading competitions, etc.) and help develop a sense of community and tradition. The aimed-for integration of new methods and instruments through the cooperation of teachers, artists and cultural facilitators achieves a qualitative change in learning opportunities. The pedagogical approaches, oriented towards collaboration and participation, enable changed perspectives in the school environment, open new creative avenues, and help with the overcoming of tradition-bound expectations. Practical guidelines for the implementation of cultural education in the school will be an outcome of the project “School INCLUSIVE Cultural Education.” The particular challenge of developing a quality program for school development with and through methods of cultural education will be taken up and developed. Ensuring that all children have access to the offerings is an essential goal; accordingly, integration and intercultural competence are important components of cultural education. Diverse cultural identities and means of expression will be valued in an inclusive school. Educational offerings and programs will be individualized, and the development of students’ abilities will be assessed with differentiated methods and individualized indicators. To test these innovative means of assessment and disseminate the results as practical guidelines is a focal point of the work on this project. In addition, the project’s ongoing effectiveness will be achieved by the jointly conceived modular training concept. The modules, embedded in already established regional training structures, enable a flexible reaction to diverse institutional requirements, addressee groups and thematic emphases. This facilitates the goal of passing on to other teachers the project’s creative approaches to developing and valuing cultural diversity, and encourages them to adapt alternative, indicator-based evaluative forms and differentiated reporting means for learning outcomes, as well as pass on pragmatic experiences, at their own schools.