The study explores how public and private school principals in Malaysia adapt their leadership styles to support special education teachers and students. Employing the Path-Global Theory, which includes directive, supportive, participate and achievement-oriented approaches, the study examines the effectiveness of the styles in meeting the unique needs of special education. Using a qualitative, narrative inquiry approach, insights were gathered from primary school teachers across seven schools in Selangor, including both public and private institutions. The findings indicate that leadership styles differ by school type, with private schools often prioritizing team performance and mental health support, while public schools focus on effective management and social inclusion. This research contributes to the discourse on inclusive education, suggesting that adopting strengths from both public and private leadership approaches could enhance support for special education teachers and students in Malaysia.