This essay argues that teaching rhetorical leadership, particularly the skill of inherency analysis, is crucial to preparing effective citizen leaders. Using the example of education reforms for children with disabilities, it illustrates the practical value for those interested in public concerns of understanding and using analysis of the structural, attitudinal, and philosophical inherent barriers to change. The argument focuses on the implications of and refutation options to the inherent barriers to reform of viewing education as primarily an individual rather than a social good and on Americans' public apathy toward social goods. It concludes that reforms might be more readily conceived and more effectively made salient by citizen advocates who develop their inherency analysis skills and discusses the concomitant responsibilities for communication scholars. (Contains 10 notes.)