The success of all school-age children relies heavily on active engagement between caregivers and school communities (Francis et al., 2016). Meaningful parent-school partnerships involve reciprocal relationships that build on each other's expertise and are based on good communication, professional competence, advocacy, commitment, equality, and trust (Kyzar, Haines, Turnbull, & Summers, 2017). However, many African Americans struggle with school partnerships (Latunde & Clark-Louque, 2016; Williams, Pemberton, & Dyce, 2012). In special education, family-school partnership is particularly important and is mandated by federal law as part of the Individuals With Disabilities Education Act of 2004 because of the need for shared decisions on the child's educational goals, services, and placement. This research aimed to build on the existing literature by gaining a deeper understanding of the experiences of African American parents of children on the autism spectrum within their families and communities and their experiences and needs while navigating school communities. This study reiterates the necessity for schools and district staff to improve efforts to build trust, increase representation, and acknowledge the impact of turning a blind eye to inequality and cultural unawareness for this demographic of parents and students. Increasing awareness about autism in the African American community and in schools, involving cultural brokers, creating communities of practice, and practicing cultural humility are ways of ensuring quality and equality for students with autism in educational settings.