This quantitative, descriptive study explored and described urban and suburban school leaders' perceptions of the definition of "inclusion" and perceptions of their level of involvement in the implementation of inclusion. Additionally, the study determined if there was a significant difference in the urban and suburban school leaders' perceptions of their level of involvement in the implementation of inclusion. For this study, school leaders were defined as principals, general and special education teachers, school social workers, psychologists, counselors, and teacher consultants. As participants in this study, the school leaders also had to have some knowledge of, view of, and/or interaction with inclusion. The findings of the study indicated the school leaders of both districts had a similar definition of "inclusion." The findings of the study also indicated the school leaders from both districts perceived their role or level of involvement in inclusion implementation as "little" to "somewhat." The findings of the study indicated there was not a significant difference between the urban school leaders' and suburban school leaders' perceptions on 6 of the dimensions/variables. Finally, findings of the study imply that school leaders need to be more involved in the implementation of inclusion. Previous research and studies concluded that in order for inclusion implementation to be more effective, sustainable, and meet the needs of all students, there must be shared vision, shared decision making, professional development and training, and collaboration and communication among the administrator and all stakeholders, especially teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]