Expectations of principals extend well beyond instructional leadership and include daily school operations, personnel management, government and public relations, finance concerns, professional development, and curriculum (Grissom & Loeb, 2011; National Association of Secondary School Principals, 2017; National Policy Board for Educational Administration, 2015; Young & Fuller, 2009). Principals are key contributors to the success or failure of inclusion and continue to play a pivotal role in developing and sustaining inclusive school environments by establishing a culture of open communication, respect, and trust (Billingsley, 2012; McLeskey, Waldron, Spooner, & Algozzine, 2014). The purpose of this study was to examine principals' attitudes and how those attitudes impact inclusion of students with exceptionalities in the general education setting. The study was conducted in one geographic region of a Southeastern state; the researchers extended the research of Ball and Green (2014) by including principals from rural, suburban, and urban K-12 public school districts as compared to only one district. Additionally, the study sought to determine the relationship, if any, between principals and their attitudes regarding the most appropriate placement of students with exceptionalities.