Significant movement in educational practice within New Zealand schools, particularly evident in special education, has seen schools actively encouraged to mainstream students. Central to the success of this transition, is the facilitation of a child's acceptance and belonging within the school setting. Yet, there is a dearth of literature in New Zealand and internationally that directly addresses this topic. This study sought to answer the question: 'How do New Zealand school settings help or hinder a sense of acceptance and belonging in children identified as having special education needs?' A total of six case studies were gathered from around the Auckland region to represent a typical sample of New Zealand students, classrooms and schools. A thematic analysis of interview data collected from the child, parent/guardian, teacher, and other professionals working within the child's school, classroom observations and document review, resulted in the emergence of a model: 5 Pillars of Acceptance and Belonging in School. The 5 pillars are: attitude, an individualised approach, teacher characteristics, effective teaching and learning techniques and law. Together these pillars form the foundation for enhancing acceptance and belonging, and ultimately inclusion, for children with special needs in the New Zealand education environment.