School leaders are pivotal in the educational inclusion of migrants, yet existing literature often overlooks how they navigate structural constraints and leverage their positions. This chapter uses sensemaking theory to explore how Colombian school leaders respond to the inclusion of Venezuelan migrant children. Based on 200 interviews with stakeholders in three subnational jurisdictions, including education officials, school leaders, counselors, teachers, migrant parents, and students, the study reveals that principals’ responses vary significantly, ranging from minimal efforts to comprehensive strategies. These responses, categorized into minimal (basic compliance), fragmented (inconsistent efforts), restricted (centralized control), and guided (collaborative efforts) sensegiving, are shaped by principals’ interpretations of their autonomy and their beliefs about migrants, their needs, and their contributions. Inclusive beliefs drive more proactive and comprehensive practices, even in under-resourced contexts, where principals with a strong sense of autonomy can implement effective inclusion strategies. Conversely, in well-resourced contexts, the absence of inclusive beliefs or perceived autonomy can limit the extent of inclusion efforts. This focus on the interplay between beliefs, autonomy, and inclusion practices adds depth to the existing literature, which often emphasizes either structural barriers and resources or prescriptive practices for principals. These findings underscore the need for policy and resource support, as well as training to enhance school leaders’ capacity to understand diverse migrant needs. Understanding these micro-level challenges provides valuable insights into the dynamics of educational inclusion, offering a nuanced perspective on leadership's role in promoting inclusive education in Latin American contexts.