In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and a series two of semi-structured interviews. Data were analyzed via the constant comparative and cross-case methods of data analysis. Findings indicated that how principals (a) defined inclusion; (b) exhibited a disposition for inclusion; and (c) engaged in effective and inclusive leadership behaviors determined their acquisition, development, and demonstration of an inclusive consciousness that guided their leadership of effective inclusive schools. The discussion includes explication of findings, implications, limitations, and recommendations for further research
