The significance of principal leadership to build inclusive schools has long been recognised. Studies to plot their leadership attributes that mobilise, facilitate, and sustain inclusive education specific to Hong Kong are however scarce. This qualitative study investigated teacher leaders' experiences of what their principals did to cultivate their leadership and partnership to build inclusive schools. Findings revealed three main sets of effective leadership attributes which were substantiated by varied behaviours termed as the foundational attributes. The strong interconnectivity among the attributes and their respective foundational attributes suggested an emerging relationship schema of effective leadership attributes for school reforms. In addition, adequate resources for teaching innovation and support strategies as well as professional development for teachers were significant for personnel and reform sustainability.