The purpose of this chapter is multi-fold: a) to define inclusive education and leadership; b) to describe prevailing theoretical frameworks for leadership in inclusive education and build on emerging theories of inclusive psychology and inclusive pedagogy; c) to identify promising practices for leadership in inclusive education; d) to identify emerging understandings of leadership roles in inclusive education, and e) to suggest recommendations for policy, practice, and leadership preparation. In both USA and UK, contrasting and polarizing discourses focus leaders’ attention to attainment and performance for pupils and appear to compete with the leadership role in including (i.e., effectively educating) those students who are known to have achievement gaps (e.g., those with disabilities). Alternative perspectives are offered that frame leadership for inclusive education in terms of broader concepts such as "leadership for learning”