An important question facing educational leaders is how to plan change and build capacity to eff ectively include and educate students with disabilities in general education settings so that these students can achieve important educational outcomes. School reform is diffi cult even with knowledgeable and willing participants and leaders often underestimate the complexity involved in the change process (Elmore, 2004; Fullan, 2007). Inclusive reform is viewed as a particularly challenging reform (Mayrowetz & Weinstein, 1999; Sindelar, Shearer, Yendol-Hoppey, & Liebert, 2006) requiring diff erent ways of thinking about the organizational structures of schools (Boscardin & Jacobson, 1997) and how the work of leaders is conceptualized (Mayrowetz & Weinstein). Although the leadership literature on inclusive reform is modest in its scope, there is a specifi c body of literature that describes the work of leaders as they led change in schools. In this chapter, fi ndings from the research on inclusive school reform in the U.S. are reviewed.