The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =0.320, p<0.01). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -0.068, p<0.05. The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical inclusive practices for students with disabilities.