Paraprofessional support is increasingly implemented in schools as part of inclusive school development in many countries, primarily for students with Special Educational Needs. Educational research has shown growing interest in paraprofessional support in inclusive schools, focusing on the conceptual design and professionalization of this supporting role. However, the voices of students with paraprofessional support have seldomly been heard within the inclusive education discourse. Therefore, this research article presents research results of a study in Northrhine-Westfalia (Germany) which reconstructed paraprofessional support practices from the perspective of students. In this paper we depict exemplary sequences which show the students' perspective on learning in class among students who are assigned paraprofessional support.