Students with disabilities across the united states are not achieving at the same rate as their non-disabled peers. With their flexibility and capacity for innovation, charter schools offer an opportunity to improve these outcomes. However, data from the Civil Rights Data Collection (CRDC), parent focus groups and surveys, and research on schools' responses to inquiries from parents of students with disabilities all tell that not all students feel welcome in charter schools or are succeeding in them. To improve access and outcomes for students with disabilities, the Center for Learner Equity proposes that the charter sector must first build foundational leadership capacity and then make a firm commitment to high expectations for students with disabilities. As part of a broader interest in strategies that will foster inclusive learning environments, the the authors of this report examine leadership pipeline programs and collaborating with these programs to infuse inclusive mindsets and strong programs for students with disabilities into their training models. This report focuses on findings regarding how future charter school leaders are trained in pipeline programs, specifically on educating students with disabilities. The authors explore how the pipelines operate, who their target audiences are, and how and to what extent they include issues related to educating students with disabilities. They also look at what opportunities may exist to enhance their training on these issues. Future phases of this work will include partnering with three pipeline programs to develop content and capacity to create robust programs and inclusive environments to improve access and outcomes for students with disabilities.