The requirements of (NCLB) and the 2004 reauthorized Individuals with Disabilities Act (IDEA) emphasize higher standards and achievement of all students. Fundamental changes are being implemented in organizing for instruction, staffing, and differentiating instruction. Leaders recognize the wall must come down between general and special education to meet the higher standards for student learning and to reduce educational fragmentation. As leaders evaluate programs and develop plans to increase student achievement and to remove the barriers between general and special education, inclusive practices are being evaluated and implemented. Inclusion classes are used to meet the mandated higher standards and implement the research-based interventions of NCLB and IDEA. While inclusion is an effective method for meeting crucial educational needs of some students with disabilities, it presents challenges as teachers and leaders respond to the increasing range and diversity of students. In this commentary, the author focuses on the challenge for general education administrators in supporting students with disabilities under NCLB and IDEA.