School administrators' support is vital in changing the culture of any educational setting. The purpose of this qualitative descriptive study was to explore how school administrators describe their support of co-teaching practices in high school inclusive classrooms in the northeastern Tri-state region of the United States. The Social Justice Leadership Theory guided the study, which had the following research questions: how do school administrators support equitable co-teaching practices in high school inclusive classrooms; how do school administrators support co-teaching practices in high school inclusive classrooms considering access; how do school administrators support co-teaching practices in high school inclusive classrooms considering empowerment; how do school administrators support co-teaching practices in high school inclusive classrooms considering participation? This study had a sample of 18 participants; 10 participated in individual semi-structured interviews, while eight participated in two focus groups. Braun and Clarke's six-step model provided the framework for a thematic analysis from which seven themes emerged. The result of the data analysis showed the following themes that emerged: relationships, communication practices, and school culture. This study concluded with a revelation of how school administrators provided their support of co-teaching practices in high school inclusive classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]