In an environment where effective leadership is crucial for inclusive education, this self-study investigated my leadership strategies at an international school in Europe. Grounded in Michael Fullan's (2011) change leadership framework, the research involved semi-structured interviews with educators and school leaders. The central question guiding this inquiry was, "How am I enacting change leadership for inclusive practices?" This exploration was motivated by the commitment to create an inclusive environment, driven by the belief that "every child gets what they need." This exploration led to key findings, such as the importance of trust-building, the development of a shared vision of inclusion, and the necessity for effective resource allocation. The study brought to light critical themes, including the establishment of coherent inclusive practices, advocacy for inclusive policies, the balance of teacher agency with accountability, and the management of tensions arising from diverse educational approaches. The study's significance lies in its practical contribution to understanding leadership strategies in inclusive education. The research provides a nuanced view of the leadership challenges and strategies in an international school setting, emphasizing the critical role of trust, strategic resource management, and continuous professional development in educational leadership. The study also adds value to the limited self-study literature in educational leadership specific to inclusive practices, providing insights into the complexities of leading for inclusion. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]