This paper considers inclusive pedagogical approaches in adult EFL (English as a foreign language) classrooms with students presenting cultural, socioeconomic and linguistic diversity, as well as learning difficulties, leveraging the arts as a pedagogical tool. The paper reports on a qualitative study, which included ten semi-structured interviews with EFL teachers teaching diverse groups of adults in a private English language school in Dublin. Findings reveal that EFL teachers are aware of the diverse backgrounds and learning needs of their learners and that they intuitively and empirically use a wide range of inclusive approaches and arts-based materials and activities. The implications of this study indicate the importance of creating inclusive spaces for adult EFL learners to enhance motivation, participation and learning. For this reason, more systematic teacher training and continuous professional opportunities on inclusive pedagogy are suggested to provide teachers with knowledge of theoretical frameworks to facilitate classroom management and efficiency of teaching.