In this study focus group interviews were conducted with educational administrators to examine how the inclusion of students with learning disabilities has changed their professional lives in ways they did not expect, and how inclusion has changed the lives of students with learning disabilities and the lives of other students in their schools in unexpected ways. Findings suggest that administrators' work lives have become more complex and intense in response to heightened accountability for student achievement, to increased demands from teachers for administrative support, and to expanded responsibilities for administrating issues related to special education. Administrators perceived that students with learning disabilities were experiencing both unexpected success and lost opportunities to learn. They also perceived that intense pressure to achieve was affecting the lives of other students in their schools and influencing parental objections to inclusive instruction. The findings are discussed with regard to providing leadership that ensures a truly special education for students with learning disabilities. (Contains 1 table.)