The current study aims to investigate the effect of interaction between the teacher and the student in order to understand the social acceptance of refugee students, who represent a disadvantaged group. In this study, interactions between three social studies teachers, eight refugee students and 14 Turkish students in a middle school located in the city of Aksaray, where the refugee population is intense, and teachers’ instructional practices were investigated. The multiple-case study model was applied for the study, one of the qualitative research methods used to carry out an in-depth analysis of the inclusive education practices of social studies teachers. The findings of the current study have revealed that the refugee students prefer to sit alone and in the back rows of the classroom. It has also been determined that they are exposed to environments in which they are encouraged to share activities specific to their own cultures, such as telling folk tales or riddles, indicating that they are respected and understood in their class. The refugee students were not found to participate in reading, writing and speaking activities, preferring instead to take part in classes where concrete and visual materials were used. It was observed that the lessons were mainly delivered by means of the lecturing method and question-answer techniques, with textbooks, workbooks and the board used as course materials. It was discovered that the peer support received by the refugee students was not effective because they sat side by side or alone. The quality of social interaction for these students was found to be limited as they were from a different country, spoke a different language and had different cultural characteristics while they also presented a great deal of anxiety about acceptance.