This paper explores the education policy adoption process in the Texas legislature and role of professional educators in influencing critical decisions relating to the inclusion of students with disabilities in general education classes. This case study traced the wielders of power, power interactions, the actors and sources of their power, and the role of professional educators. Results indicate that the movement to change the special education model was led by strong inclusion lobbyists, not by educators. Recommendations are provided to increase the effectiveness of educators in the legislature, such as: (1) education leaders should make an effort to create a new image of themselves as a united group with a common focus on quality education and a cooperative approach; (2) educators may need to step out of protected and comfortable, but removed, roles as keepers of the chalice of higher education in order to improve their overall leadership effectiveness; (3) education leaders should provide legislators with a responsive and balanced source of reliable information regarding legislative concerns about complex, urgent, and controversial education issues; and (4) professional educators may need to make policy analysis and policy influence integral parts of their roles as education leaders. (Contains 13 references.) (CR)