In this era of increased accountability education leaders must respond to the political calls for academic performance with the legal ramifications of IDEA policy implementation within a student's least restrictive environment. This action research study sought to answer how a school system identifies a student's least restrictive environment. This study investigated the impact of education addressing the least restrictive environment mandate on the holistic adoption of inclusionary educational opportunities. Findings revealed that targeted professional development impacts participants' practice and philosophy. Participants expressed support for inclusion as a response to social justice and signaled a desire to embed inclusive practices into their individual pedagogy. The study concludes that professional development is the catalyst to the holistic adoption of inclusive educational opportunities. [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.]