This comparative study explored community influences on leadership and educational reform in representative school districts located in low socioeconomic class, culturally diverse communities. The study compared outcomes of one state's efforts to educate disabled preschool children (ages 3-5) in school districts in low socioeconomic settings with early childhood education efforts in a suburban, affluent community. Five school districts were selected, representing one suburban affluent setting and four economically disadvantaged settings: urban poverty, small town, low-income rural area, and Native American Indian reservation. One 3-year-old child with disabilities was selected in each school district. Findings are discussed in terms of educational practices; family and community characteristics; and the impact of class and culture on principal involvement, expectations for achievement, goal consensus, teacher recruitment and retention, teacher supervision and assistance, and collaboration. The findings demonstrated that the outcomes of a state reform effort with intentions of meeting the needs of young children with disabilities in all school districts were quite different between affluent and economically disadvantaged settings and between urban and nonurban settings. Cultural differences were not clearly dichotomous, and instead presented themselves along a continuum from affluent, to urban poverty, to small town, to rural, and to Native American community. Includes 56 references. (JDD)