As one undergoes educational reform, there is a renewed emphasis on scientific inquiry as a key component of the curriculum. Likewise, school librarians center instruction upon an "inquiry-based process in seeking knowledge in curricular subjects" (AASL 2007, 3). A great deal of congruency exists between scientific inquiry and the information inquiry process. Whether one's orientation is for scientific inquiry, information inquiry, or includes a vision for inquiry learning across all disciplines, two imperatives are clear (1) inquiry learning is for all students including those with disabilities; and (2) the school librarian's leadership is instrumental in meeting the inquiry instructional needs of all learners. With the overwhelming responsibilities already existing for school librarians, reluctance about accepting new responsibilities is only natural. However, the authors believe that real change occurs through facilitation by instructional leaders such as school librarians. All students will benefit from the attention to accommodations for special-needs learners in scientific and information inquiry instruction. One must look at a new epistemology of school reform and conceptual change to bring responsibility for instructional leadership within the scope of the school librarian.