State education leaders have committed to ensuring that every student has the opportunity to succeed in the college or career path of their choice, including students with disabilities, who, across the country, continue to fare worse than their peers, as measured by learning and behavioral outcomes. Despite increased rates of inclusion in general education classrooms, national test scores suggest students with disabilities are losing ground in reading and are not improving in mathematics (Our Kids Count, 2019). In addition, students with disabilities remain far more likely to be suspended or expelled--a disparity that is even greater for students of color with disabilities (United States Government Accountability Office, 2018). Disruptions caused by the COVID-19 pandemic will likely exacerbate these inequities. Inclusive principal leadership is critical to addressing these challenges. Inclusive principals are well prepared to serve students with disabilities and support teachers across general and special education to improve outcomes. They create learning environments where all students, across backgrounds, can excel in school. And they distribute leadership and provide the resources necessary to support and retain effective teachers of students with disabilities. All state education agencies, educator preparation programs, and districts can take some actions, especially during this time of distance and blended learning, to strengthen inclusive principal leadership in policy and practice. This brief offers a few recommendations and resources from the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center to improve supports for principals in leading for equity and inclusion.