As principals work towards meeting the educational needs of all students, including students with disabilities, in an inclusive environment it is essential to understand the challenges that may occur throughout this process. This study examined the barriers that exist for principals as instructional leaders when ensuring equitable education for all students. Specifically, this study examined: (a) the placement structures that are in place for students with disabilities and how the students with disabilities are being served in school settings; (b) the way decisions are made for placing students with disabilities; and (c) the barriers that principals experience when making decisions on the implementation of supports and structures of an inclusive school environment. When leaders lack the understanding of best practices in meeting the academic, social, emotional, and behavioral needs of all learners, they tend to maintain traditional practices and structures. A phenomenological study was conducted through interviews of principals from 20 public elementary and secondary schools throughout the United States. The data documented that most principals interviewed experienced barriers that restricted the movement towards inclusion. Through the analysis of the data there were four overarching themes that emerged as barriers principals experienced when moving towards an inclusive environment. These themes are: (a) principal’s definition of inclusion and alignment with current practices; (b) establishing a culture of inclusion; (c) limited district support and structure; and (d) need for collaboration and professional development. Findings documented that inclusive schools do exist and rely on the strong and courageous leadership of social justice leaders who focus on ensuring equitable educational opportunities for all students.