Assessment for learning, or formative assessment, has won increasing recognition within curriculum policy in Australia, but at the same time raises challenges for teachers, particularly when it is applied to students with a disability. To apply formative assessment effectively for such students, school leaders need to present it in a way that makes sense to teachers in their local context, establishes shared beliefs on these issues amongst the teaching staff, gives teachers relevant professional learning opportunities and provides opportunities for collaborative curriculum planning. The article describes the success of a middle-level leader in a Queensland secondary school in implementing assessment for learning for students with disabilities.