The public education system is shaped through policy at the federal, state, and local levels with the expectation of implementation at the building level by educational leaders. Education is a right of all individuals and cannot be taken away due to a person's exceptionalities. This right is protected by federal law and enforced by district representatives to ensure students with exceptionalities are educated with peers to the maximum extent possible. However, this is not always successfully implemented. These educational leaders may lack the guidance, support, and understanding of the least restrictive environment to assess and implement it accurately. This lack of guidance and knowledge can result in poor inclusion practices, ineffective instruction, and legal action within the educational system. This narrative case study aimed to tell the stories of local education agency (LEA) leaders' perceptions regarding the federal law and implementation of the least restrictive environment and how it guides their decision making when acting as a district representative. This research strove to look for connections between lived experiences and the developed perceptions of decision making, through multiple data sources, to tell the stories of diverse educational leaders. The educational landscape is evolving with constant transformations that influence the system. Through the stories told, educators, parents, and policymakers can gain insight and understanding of decisions made for students identified with exceptionalities. [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.]