Abstract
The promotion of inclusive education and demand by governments for schools to become a School for All will demand school leadership that will help classroom teachers build inclusive classrooms. Using qualitative interviews, the study investigated how three Norwegian inclusive school leaders motivated their teachers to build inclusive classrooms. The research found that the extent to which school leaders perceived the importance of inclusive education through the promotion of teachers learning and the provision of a flexible curriculum; and encouraged inclusive schooling through appropriate leadership; influenced the promotion of competency building strategies such as school based collaboration, in-service training and mentorship.