Parental participation and involvement in education has been recognized as a critical force in student achievement and success. This phenomenological study examines the parental involvement practices of parents of children with exceptionalities in traditional and virtual learning contexts. The research questions of this examination address (a) how participants define parent participation, (b) the variations in parent participation in traditional and virtual learning settings, (c) the motivators of parent participation in traditional and virtual learning, and (d) the support and engagement efforts of schools. The researcher conducted individual interviews via the Zoom platform to assess the parents' lived experiences with traditional and virtual learning contexts and utilized in vivo coding to identify common themes from participant responses. The findings of the study report communication, support, and motivation to be the common themes derived from participant responses. The interpretation of the findings was utilized to generate recommendations for future research. Future research prospects were identified and justified as methods that could encourage parental involvement and support schools in creating best practices for parental engagement. [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.]