In this article we explore school leaders' responses to challenges of inclusion in two Norwegian upper secondary schools. The empirical data are interviews with principals, deputies and social advisers in the two schools. We use multicultural education and inclusive leadership as theoretical lenses in the analysis. The results show that while the school leaders recognised challenges of inclusion of minority students, it did not become a driving force in their strategic work. Individual teachers were trusted to carry out their teaching practices in ways that would accommodate the needs of all students. There were few arenas for collective learning and sharing experiences about teaching the students from ethnic and linguistic minorities. The study contributes to a currently weak research base about school leadership in multicultural schools. (Contains 5 notes.)