Class placement alone cannot be seen as a determining factor for inclusive education. The present study analyses the link between and social and emotional integration and social behavior. Self- and teacher-assessed social behavior as well as self-estimated social and emotional integration were analyzed in a sample of 179 fifth graders from integration classes in Austria. The comparisons between students with and without special education needs (SEN) illustrate that students with SEN showed more indirect aggressive behavior and less pro-social behavior than students without SEN. Regarding the emotional integration, students with SEN felt as well integrated as students without SEN; nevertheless they felt less integrated socially. Relationships between social behavior and self-estimated social and emotional integration were found; especially pro-social behavior and victimization play an important role in both subgroups. These results suggest that the social behavior of all students in integration classes deserves attention.