A federally-funded 3-year project supported 39 principal certification students at Lehigh University to be trained in leading and managing building-based special education programs with an emphasis on inclusion of students with emotional and behavioral disorders. Recruitment for the program was both regional and national. This final report discusses the activities and outcomes of the project in preparing future principals in the knowledge and skills necessary to develop and lead effective inclusionary special education programs. The project's goals were accomplished through a four-part curriculum including: (1) specialized course work; (2) leadership institutes; (3) school-based practica; and (4) project portfolios. Results of face-to-face interviews or telephone conferences with 12 participants indicate the participants were enriched by the experience and left the program prepared to address leadership situations related to special education issues. Evidences of high quality training were also supported by practica logs and school-based plans contained in the participants' portfolios. Of the 9 portfolios scrutinized, each contained at least 240 practicum hours. In several instances, reflective log comments suggest that this phase of the program was not only useful, but was seen as positively affecting attitudes as well. Attachments include a practica update and a practicum assessment. (Author/CR)