Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families.