Due to recent global events, many refugees, including children, are arriving in Europe and Croatia, where they begin the integration process with native children. Croatia is relatively new to accepting refugees, and research on this topic is limited, with the perspective of native children often overlooked. The study aims to enhance understanding of the integration processes of native children sharing classrooms with refugee children, using quantitative and qualitative methods. In the quantitative part, 736 students completed a questionnaire assessing their attitudes toward refugee children, contact with them, and perceived changes in the mentioned variables over the school year. The qualitative part, conducted through focus groups with 21 native children, delves deeper into their relationships with refugee peers, the evolution of these relationships from the arrival of refugee children to the time of the study, perceived causes of changes, and suggestions for facilitating integration in the future. The results show that attitudes toward refugee children are moderately positive and contact with them is occasional in school and rare outside of it. Changes in attitudes during the school year are positive, but small, while frequency of contact remains the same. The qualitative findings indicate more positive results toward the beginning of successful integration, with relationships gradually becoming similar to those among local children. Native children perceive time, teachers, peers, and language proficiency as key factors causing changes in relationships. This study provides deeper insights into integration from the perspective of local children in Croatia and offers practical guidelines for facilitating future integration processes.