The purpose of this exploratory research study was to investigate novice, urban, high school, special education teachers' reports of how they initiate instructional change in an inclusive environment and the instructional change situations they feel ill-equipped to address. This qualitative study was designed to fill a gap in the literature by examining what novice special education teachers do to initiate instructional change when collaborating with general education teachers. More specifically, this study reported what leadership skills novice special education teachers reported that they required to influence instructional change in inclusive classrooms. The change theory framework used in in this study was based on the work of Lippitt, Watson, and Westley (1958), who created a seven-step change theory that extended Lewin's (1951) three-step theory. Data were gathered using individual interviews with selected novice special education teachers from urban districts in central Connecticut. The findings indicated that in addition to the challenges of being a novice teacher, the responsibilities and leadership skills required by the teacher participants to influence instructional change are demanding. However, with proper supports, enhanced communication, positive relationships, and clearly defined roles, novice special education teachers can take a more active role in the developing and implementing instruction in inclusive classrooms. [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.]