ABSTRACT: Changing policy discourses and enrolment patterns of minority disadvantaged groups have led increasingly to educational leaders being charged with inclusion, called the major challenge facing educational systems worldwide. This largely qualitative study of Irish Traveller parents and Traveller preschools in Ireland explores inclusion, defined as a response to diversity intended to reduce and eliminate exclusion within and from education. Methods included focus group and individual interviews with Traveller parents, and interviews with teachers and managers. The article is in three parts. The context of Travellers, Traveller education, inclusion and leadership is described. Secondly, data are presented showing that certain recognitive and distributive leadership practices were found to build relational schools and to support a marginalised minority ethnic population to feel included and valued within the educational setting. Specifically, Travellers felt included in the preschools and participated actively; inclusion was strengthened by practices such as intentional cultural representation, open-door policies and warm and supportive attitudes of school staff; and Travellers’ educational experiences and lack of confidence were inhibitors to feeling included. Finally, some points for school leaders wishing to engage inclusively with minority populations are suggested. We conclude that leadership practices can advance or hinder the global inclusion project.