Ensuring appropriate educational opportunities for students with disabilities is one of the greatest challenges that public schools face. Research suggests that few school leaders are prepared to provide effective special education leadership (Monteith, 2000; Walther-Thomas, DiPaola, & Butler, 2002). If school reform goals are to be realized, effective leaders must be prepared to address diverse learning needs. It is incumbent on universities, professional organizations, and public schools to determine how best to prepare and support principals in their efforts to meet rising public expectations. These authors contend that more research is needed to examine the nature of the role of the principal itself, improve the preparation process, and explore alternative school leadership models. Preparation must emphasize the development of leadership skills that enable principals to organize their schools in ways that capitalize on the collective professional skills, knowledge, and experiences of stakeholders (Gupton, 2003; Hughes, 1999). By doing so, school leaders can create better learning environments for all students and more productive and satisfying work environments that remain focused on instructional improvement and community engagement (Heifetz, 1994; Kouzes & Posner, 1995). Providing appropriate educational opportunities for all students is a lofty goal. Neither legislative mandates, such as No Child Left Behind (NCLB), nor noble intentions can guarantee better educational outcomes for all students. To fulfill the goal of leaving no child behind in today's school reform, capable and caring leaders are needed in every school. Without capable instructional leaders as dedicated advocates for students and teachers and skillful community builders, current reform efforts will fail and NCLB's ambitious goals will not be achieved. To achieve true school reform, effective leadership must become a reality in every school across the country.