Learning communities regarding teaching/learning issues are a core organizational feature in special education schoolwork. This study explored the principal's role in developing and sustaining a professional learning community (PLC) in a public special education secondary school for pupils with autism spectrum disorder (ASD) in central Israel. The findings of this study, tracing the principal's role in PLC, can offer important implications for general education, and especially to inclusive schools. Principals need to orchestrate accessible times and places for learning communities that would meet the needs of heterogeneous staff members and pupils. Principals are key players in both introducing learning forums into the school structure and promoting a learning culture necessary for productive collaborative learning.