With 95% of students with disabilities receiving instruction in general education settings for some portion of the school day (U.S. Department of Education, 2012), educating students with disabilities has become an important dimension in the improvement of schools in the United States. Recent federal policies, including the Individuals With Disabilities Education Act (IDEA, 2004) and the No Child Left Behind Act of 2001 (NCLB, 2008), have reshaped the responsibilities of both principals and local special education administrators (LSEAs) and have called into question the practices used to prepare these professionals for their contemporary roles. For this paper, the authors examined the preparation and development of educational leadership and administration personnel who guide the learning of students with disabilities in their schools and districts. The authors framed this analysis for the Center for Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center within the CEEDAR Center's overall goal of improving preparation programs so that new educators are ready to provide universally designed core instruction and multi-tiered instruction that can help all students, including students with disabilities, meet college- and career-ready standards. The authors began with an overview of the leadership needed to support the learning of all students. They then described leadership roles that appear critical for all students to successfully learn and reviewed evidence on how program structures and strategies influence preparation outcomes. The authors concluded with a set of opportunities for action that policymakers may use to leverage program improvements that are consistent with the research.