This study was conducted to better understand Latinx parent and family perceptions regarding the Individualized Education Plan (IEP) process. Interviews were conducted with Latinx parents whose children had been evaluated for special education eligibility at a local Colorado school district during the 2019-2020 school year. In order to determine the successes and challenges pertaining to active participation in IEP meetings among Latinx parents, participants were asked about their level of understanding of the information communicated throughout the IEP process, the extent to which they felt supported by school mental health professionals (e.g. school psychologists and/or social workers) in navigating the IEP process, and the extent to which they felt encouraged to advocate for their child throughout the IEP process. The barriers identified included: limited understanding of special education processes and terminology, an inclination to trust school professionals to make decisions, and discrepancies in cultural values between families and school professionals. Responses from participants were analyzed using qualitative methods, and common themes were established. The findings of this study indicate that Latinx parents would benefit from being empowered through knowledge on the essential concepts and terminology relating to IEPs in order for them to be able to actively participate in IEP meetings. Many parents recognized that they had minimal understanding of special education and school systems. Another common pattern identified was Latinx parents' hesitancy to offer feedback during IEP meetings based on their assumption that school professionals are the best suited to make decisions. A majority of parents felt that teachers and other professionals knew what supports their child needed better than they did. Finally, Latinx parents expressed a desire for their culture to be acknowledged and respected in order for them to feel more comfortable advocating for their children. Latinx parent and family participation in IEP meetings can be improved by empowering parents with the necessary knowledge to navigate the IEP process, actively inviting them to share their feedback and expertise regarding the strengths and needs of their child and considering their cultural values when developing IEPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]