American public schools must allow parents the ability to be involved in the collaboration and planning aspects of their child's individualized education program (IEP). However, many parents have reported feeling like an outsider in IEP meetings. Historically, families from culturally and linguistically diverse (CLD) backgrounds have reported barriers to participation in school-based meetings about their child. Although there is research that helps explain the barriers CLD parents face in IEP meetings, there has been insufficient qualitative research that addresses the experiences of CLD parents from southern Arizona. Further, there is a lack of research that identifies what parents remember from IEP meetings and examines the IEP document for evidence of parental input. This study explores how CLD parental input is evidenced in the IEP document. Using abstraction and content analysis, the researcher identified themes as they emerged from two data sets: parental interview transcripts and IEP documents. The study reveals how the CLD parental input was documented in the IEP paperwork. Future research questions are offered, and the researcher intends to use this study to inform stakeholders better. [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.]