The role of principal is a multifaceted one. Beyond the duties associated with the general education program, principals are essential in making inclusion work within their buildings (Quigney, 1996). Information about the ways in which rural and small-school principals administrate the special education programs in their buildings was the focus of this study. To evaluate their leadership in special education, 255 rural school principals in Nebraska, South Dakota, and Wyoming responded to a survey examining their role and responsibilities in special education leadership. The results indicated principals indeed do include learners with disabilities within their leadership function. (Contains 4 tables.)