Study was conducted in 9 Pilot schools in Bosnia and Herzegovina, which were delegated by various relevant ministries of education. Although there was an effort to satisfy ethnic diversity in selected schools, the results can’t be generalized at the level of Bosnia and Herzegovina. The research was conducted by employing and combining both qualitative and quantitative methods, while also including the students, parents, teachers, and the school administrations and its principals into the research process. In addition, basic information was gathered regarding the school, its infrastructure and staff capacities, all with the aim of gaining a better understanding of the context within which the schools operate. The main findings of the assessment study indicate that the majority of schools lack material-technical or didactic resources, which would, according to most teachers and principals, raise and improve the quality of education in their schools. In regards to teachers’ expertise and professional development of teachers and the school staff, the information gathered show rather rare cases of continuous and meaningful professional development of teachers. Teachers assessed the school climate as rather positive, while the students provided a somewhat lower assessment than the teachers, but still perceived it as positive. Furthermore, the teachers provided a very high or positive assessment of the inclusion in their respective schools. For some aspects of inclusion, such as participation, the teachers are not in agreement with students and parents. The readiness of the schools, students, teachers, and parents to take part in student exchange programs, as well as teachers’ willingness to cooperate with other schools, is rather high in all pilot schools. The Pilot schools have already established some forms of cooperation with other schools, both on the national and international level. Furthermore, the students expressed willingness to cooperate with their peers from other parts of B&H without placing ethnic affiliation on the top of criteria for the selection of schools or places where the exchange would occur. Nevertheless, they do express concern that their parents would often consider ethnicity as the criteria based on which they would “approve or disapprove” an exchange of this type, because parents believe ethnicity is connected to their children’s safety.