This paper shares the results of an ethnographic case study into the role a principal had in maintaining a growing minority language school while implementing an inclusive policy for students with learning and physical difficulties. The principal was very aware of the reputation and image of the school in the public eye. Maintaining a distinct identity was key to the school's success, and the principal extended this demand for independence to students, including those with disabilities, and their teachers. This led to specific policies and practices regarding language and ability grouping and the school's resource teaching model. This article contributes to the research on leadership by exploring how a principal can shape the inclusive and exclusive policies and practices of a school that is competing for students. (Contains 1 table and 1 note.)