This study explores school heads' construction and understanding of instructional leadership for inclusive secondary schools. It seeks to provide answers to the central research question: How do school heads construct and understand instructional leadership for inclusive secondary schools? The paper forms part of a larger qualitative, multiple-case study on the challenges to and opportunities for instructional leadership in inclusive secondary schools of Zimbabwe. The cases comprised three secondary school heads in one district of Zimbabwe. The schools were identified through nomination by district officials in terms of the extent to which they embraced the inclusive framework ahead of other secondary schools in the district. Using a qualitative approach, framed by an interpretivist epistemology and informed by the sense-making theory, data required to answer the overarching question in this study were collected using face-to-face interviews with research participants. Key findings included that, whilst there were some important areas of overlap in their understanding, by and large, school heads understood instructional leadership in inclusive secondary schools differently. These differences seem to be shaped by factors of the school leadership context, interacting with resources of biography for each of the school heads involved. Our findings as presented in the present study elaborated and, in many instances, brought new insights on the work of earlier writers on instructional leadership for inclusive education and policy implementation studies.