In this chapter, we focus on the role of lifelong learning for the inclusion of migrants. We are specifically interested to understand how a country such as Sweden, with a long tradition of lifelong learning, creates conditions for inclusion of migrants at a time when major policy changes seriously challenge the historical foundations of the system itself. Our results indicate that a strong will for inclusion among participants and a strong will among teachers and circle leaders to support such wishes are important conditions for the inclusion of migrants. At the same time, there are conditions hindering inclusion such as overly-strong demands for the level of language knowledge needed, the responsibilization of migrants in terms of learning the language, participants’ previous educational and social background, as well as the challenges for migrants to get to know Swedes. These findings are discussed in relation to policy changes in Sweden as well as the other Nordic countries, where there has been a move toward more restrictive migration politics as well as increased market orientation of adult education. We argue that the historical legacy of adult education in Sweden and the current strong state support are important factors that manage to partly counter the current policy shifts.