The current study examined the impact of a school’s principal's involvement in a tutoring program on the outcomes of tutees with learning disorders and special needs and their achievements. The purpose of the program was to integrate these students in regular classes in their transition from the elementary school to the regional secondary school. The theoretical basis of the current study is the interconnection between the involvement of the school’s principal in the tutoring process (represented in the principal’s management's practices) and its outcomes reflected in the tutees' achievements and their acceptance by their tutors expressed in more positive attitudes towards their integration in the regular secondary school.