This paper focuses on school leading in Switzerland considering the challenges and demands of inclusion in the educational system. Serving as an interface between educational policies and pedagogical challenges school leaders are often called „change agents“ (Huber 2009, 503) for school developmental processes. After an introduction into the educational structures, policies and development regarding inclusion in Switzerland, this paper will give a short overview of studies on school leading in the context of inclusion – considering anglo-american research results and studies within the German-speaking discourse, which have been systematically summarized (Sturm, Köpfer, Huber 2015). In the center of this paper are results from the project SCH-IN (Schulleitung und Inklusion; Principals and Inclusion). It comprises a basic overview concerning formal, cantonal and regional, conditions and standards regarding inclusive education and the scope of action that principals have in selected cantons. Due to the fact that cantons and communities have competences for education, structures in education vary immensely in regional terms. Then, the results of the empirical part of the study are presented, that examine the practices of school leaders in the context of inclusive school development. Using the Documentary Method (Bohnsack 2014) as a methodological approach, problem-centered interviews have been conducted with school leaders in Northwestern Switzerland. Results show that the demands of inclusion imposed on schools are elaborated differently by school leaders. Two different types of practices in school leading considering inclusion can be distinguished, elaborating inclusion as a “technical problem” (Slee & Weiner 2011) or as a cultural school development process.