Given the shortage of literature examining exclusion rate practices in Canada, this study reported on exclusion rate practices from principals' perspectives. Specifically, factors influencing principals' decision-making regarding excluding students from large-scale assessments (LSAs) were explored. We inquired about factors and implications of social promotion as well as decision-making based on compassion, particularly in relation to students who were working below grade level. Using a qualitative research design, we conducted interviews with eight school principals and one vice-principal. Findings revealed an absence of clarity and governance in LSAs that likely influenced differences in principals' decision-making. Some principals would automatically exclude students who had an Individualized Education Plan, while others would review student files to determine which students to exclude. There was also a discrepancy surrounding which educational supports were permitted on the LSAs.