At the same time that legislative mandates and accountability measures are imposed on schools and districts related to the academic performance of all students, including those with disabilities (SWD), an increasing number of SWD are placed in general education settings. This shift in practice calls for more attention regarding how leaders and other school stakeholders can best support SWD in a more inclusive setting. In this study, I examined the perceptions of elementary school principals, general education teachers, and special education teachers in Florida regarding the inclusion of SWD in general education classrooms. Through one-on-one semi-structured interviews, data were collected and analyzed using thematic analysis. The interviews revealed four common themes: meeting the needs of all students, providing professional learning opportunities, fostering collaborative relationships, and promoting teacher autonomy with accountability. Analysis of the data provided insights into the perceived effective leadership practices employed by principals to support general education teachers and special education teachers in serving SWD to contribute to a more inclusive school environment in elementary schools. The study also highlights implications, suggests further areas of research, and emphasizes the potential of the findings to promote inclusive practices and bridge the academic and opportunity gaps for students with disabilities when accessing the general education curriculum. [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.]