The meaningful integration of students with disabilities, supported by appropriate services, has gained increasing importance in recent decades. However, effectively preparing aspiring administrators to foster inclusive educational environments remains a challenge. This dissertation explores the self-efficacy beliefs of aspiring educational leaders regarding inclusive practices after completing a preliminary administrative services credential. Utilizing an explanatory sequential mixed methods approach, the study assesses the preparedness of these aspiring leaders and the factors influencing their self-efficacy based on Bandura's social cognitive theory. Surveys and qualitative interviews reveal how aspiring administrators perceive their readiness for administrative roles. The results provide valuable insights into the aspects of preparation programs that impact leaders' self-efficacy concerning inclusive practices. Through this research, institutes of higher education and local educational agency Preliminary Administrative Services Credential programs can enhance their support for candidates by offering additional coursework in inclusive practices and supports for students with disabilities.