Following the 2015 European refugee crisis and the Ukrainian refugee crisis which started in February 2022, the Croatian education system has been faced with a pressing need to include refugee children into Croatian schools. While some attention in research has been given to what the best ways for refugee children to acquire Croatian in schools are, no attention has been given to how English as a Foreign Language (EFL) instruction can be used as a tool for the inclusion of refugee children in Croatian schools. This paper aims to determine in which ways five EFL teachers support the potential of EFL instruction for the inclusion of refugee students into the Croatian education system by researching their perspectives on refugee inclusion in their classrooms through a semi-structured interview. The results of the study show that the EFL teachers believe EFL instruction has potential for the inclusion of refugee students. They also provide insight into what benefits the participants believe learning English can have for refugee students and what challenges they face when teaching refugee students English. Further, the study resulted in an overview of strategies that EFL teachers use to provide language training and support to refugee students, to encourage an inclusive learning environment, to provide opportunities for identity construction of refugee students, and to support friendship-building between refugee students and Croatian students. Overall, the results show that multilingual pedagogies and intercultural practices are sometimes addressed by the participants but are still not widely adopted and practiced by the interviewed EFL teachers, which could be attributed to the reaction of the Croatian education system to the arrival of refugees in Croatia.