Although inclusive education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be out of reach despite decades of efforts by those promoting the vision of inclusion. This exploratory case study used interviews with administrators, teachers, and parents representing inclusive and segregated school districts in one state to explore potential reasons for differences in districts that had high percentages of students with disabilities in inclusive versus segregated educational settings. The importance of administrative leadership and parent selective mobility were found to influence the extent to which a district implemented inclusive versus segregated placements for students with disabilities.