The education of students with disabilities in the least restrictive environment is mandated by law and supported by empirical research. Yet systems of segregation persist and, in Arkansas, at rates higher than the national average. The purpose of this qualitative multiple case study was to examine the practices of successful inclusion-focused leaders and to determine how their approach to inclusion was consistent with Transformational Leadership theory. Leader utilization of occupational therapy practitioners in inclusion initiatives was investigated. Data was collected from three leaders of schools in Arkansas committed to inclusive education. The findings revealed that creating inclusive culture and building structures were critical leadership practices that acted as change levers towards inclusion. All leaders in this study demonstrated Transformational Leadership traits in their approach to systems change. Occupational therapy practitioners were used in emergent ways to support all students; however, challenges and tensions were present. The findings serve as guideposts for other leaders and occupational therapy practitioners as they transform their system. This study is a call for higher education programs to provide more robust preparation for future leaders to be equipped to create and sustain a system to educate all students. [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.]