Parents of individuals with disabilities face many challenges in accessing appropriate school services for their offspring. While advocacy programs are becoming increasingly common, little is known about the nature of parent advocacy including its related constructs. The purpose of this study was to examine the associations between motivation, special education knowledge, empowerment, three types of advocacy activities (i.e., individual, peer, and systemic), and civic engagement among 246 parents of children with disabilities using structural equation modeling. Results show that motivation leads to improved knowledge and empowerment. More than knowledge, empowerment significantly and positively correlates with individual advocacy. There is a linear relationship suggesting that individual advocacy informs peer advocacy and peer advocacy informs systemic advocacy. Finally, greater systemic advocacy positively and significantly correlated with greater civic engagement. Implications for research and practice are discussed.