Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency's district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.