Current literature suggests that continued efforts and initiatives are being implemented to include all students with special education needs in Catholic schools. However, there is limited research on Catholic School principals' perceptions of special education and current initiatives, specifically within the Archdiocese of New York. This hermeneutic phenomenological study explored the perceptions of leadership among Catholic school principals and examined inclusivity policies, practices, and training for serving students with specific needs in K-8 Catholic schools within the Archdiocese of New York. To gain insights into this phenomenon and address the research questions, data were collected through semi-structured interviews with 11 school leaders, a focus group, and document analysis. The data analysis guided by the research question, revealed three primary research themes: leadership, leadership development, and Catholic education. The related sub-themes were perceptions of leadership, diversity and styles of leadership, professional development, special education training, resources and support, mission, inclusion, and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]