The study determined whether Navajo parents of handicapped students reported similar knowledge of legal and educational information related to special education in comparison with Anglo parents, and the extent to which both cultural groups had knowledge of their handicapped childrens' educational rights. Twenty-two Anglo and 19 Navajo parents whose handicapped children attended a rural public school in northern Arizona were interviewed. Specific areas of parent knowledge were explored, assessing: (1) legal and educational information, (2) sources of legal and educational information, (3) the degree of understanding of educational processes as provided by the 1975 Education for All Handicapped Children Act (P.L. 94-142) and related laws, (4) parent attitudes toward the handicapped children's program, and (5) the reported predominant role (active or passive) parents used in acquiring information. Chi-square analyses indicated statistically significant (p<.05) differences between Navajo parents and Anglo parents in several areas. Navajo parent responses were less informed or less accurate than Anglo parent responses, but both groups provided evidence of being poorly informed about special educational laws and procedures related to their child's education. Recommendations for improving legal and educational information awareness, higher education training programs and future studies are made. Eighty-six references are appended. (JMM)