This study investigates the integration of Ukrainian non-native children in Hungary, focusing on preschool and primary teachers’ experiences and perceptions. Drawing on semi-structured interviews with eight teachers in the Jászság micro-region and employing a qualitative constant comparative method, four key themes emerged: inclusion, sensitization, collaboration, and methodological adaptability. Findings reveal that Hungarian children exhibit concern for the war, openness toward non-native peers, and challenges in forming social connections. Teachers emphasized the importance of professional collaboration, differentiated instruction, and equitable treatment. The study highlights the need for teacher training in diversity management, trauma-informed pedagogy, and intercultural communication to support inclusive and culturally responsive classrooms.