The purpose of the study was to investigate the opportunities for student voice of students with disabilities in "Leader in Me" and Non-"Leader in Me" schools. Utilizing a qualitative interpretive approach, I interviewed twelve participants in an urban school district in Tennessee regarding the use of student voice in the classroom and school environment. I utilized a questionnaire to gather demographic information and to solicit participants and an interview protocol to analyze data from interviews. Six themes emerged from the interviews shedding light on how student with disabilities have the opportunity for student voice in the classroom and school. The finding of this study indicate that students have more opportunities for leadership in "Leader in Me" schools as opposed to Non-"Leader in Me" schools. [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.]