Many administrators and teachers believe they already are doing inclusion. However, if one will look closely at the national statistics from the U.S. Department of Education, more than one million students are denied access to the general education curriculum and instruction, and many more have access in name only. In this article, the authors suggest that school leaders should examine current practices in their own district to gauge how inclusive the schools actually are. The authors present a list of indicators which will help administrators critically reflect on prevailing practices. They hope these statements provide a vehicle for discussion with administrators, teachers and staff.