In this research study published in the University Council of Educational Administration’s (UCEA) journal, Educational Administration Quarterly, researchers sought to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. The authors discuss the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status affect principals in their efforts to promote inclusion. The research suggests that school leaders should consider a variety of factors as they work to create inclusive schools.