Over the last decade the idea of inclusive education has featured very highly in the educational priorities of many countries. In the discussions in which the educational policies of many countries are determined the issue of inclusive education very often dominates. Many of the efforts to promote inclusive education are exclusively focused on the activities of schools and on how they could be formed in order to become more inclusive. Despite the fact that these efforts take place and are gradually intensified, it seems that there is widespread dissatisfaction regarding their success. My involvement with the literature led me to conclude that in order to move towards more inclusive practices we need to make sense of school leadership. In this paper, therefore, I will try to examine the nature of leadership in developing practices that respond to all children. In particular, I will use evidence from a case study to address the questions: What is the role of leadership in developing inclusive practices in schools? And, which leadership practices cultivate the development of inclusive education?