In this study, Theoharis and O’Toole investigate the type of leadership needed to create socially just schools for MLs. Through a comparative case study of two elementary schools, the authors show how two principals applied different administrative strategies, such as professional development and moving away from pull-out models. They argue social justice for MLs cannot be achieved in the absence of inclusive services, which must value “students learning English and positioning them and their family’s languages, and cultures as central, integral aspects of the school community” (p. 648-649). Inclusion requires structures which facilitate integrating ESL services in the mainstream classroom, eliminating pull out and segregation models, built on the belief that that “all students should be valued for their unique abilities (i.e., language, etc.) and included as an essential part of a school community that is purposefully designed to accept and embrace diversity as a strength, not a weakness” (p. 649). The authors conclude by observing that these leaders made a significant contribution in creating equitable and better services for MLs and their families. They use their findings to create a useful table which outlines the beliefs, knowledge and skills required for leaders of inclusive programs. The study provides useful insights for school leaders committed to building more inclusive and effective programs for multilingual learners.