The integration of refugees into German society is the focus of a number of different policy discussions. Successful integration into employment and participation in vocational education and training (VET) are essential requirements. In order to get employment in the German labour market, refugees often seek vocational training, their needs and particularities must be considered when designing VET programmes for people with a refugee background. As a result, in some cases, different educational perspectives to those applicable to other students may need to be adopted. Therefore, quality indicators were identified for the design of vocational training programs for people with a refugee background. The aim of this study is to analyse the extent to which the identified quality indicators are accepted at the level of vocational schools. This study is located in acceptance research in the sense of school development. It was conducted in North Rhine-Westphalia, the federal state with the highest quota of assigned refugees in Germany. Due to their management function, school principals were consulted as experts for expert interviews. As a result, it was possible to reveal that from the point of view of school principals, the importance and necessity vary greatly among the identified quality indicators. Regarding the school development, there are indicators that are located at the macro or meso level and cannot be influenced by the school itself. The indicators could be assigned to different levels of acceptance, ranging from high to low acceptance. This article presents the results in detail and interprets them in VET context.