<p>Family-school partnerships are an essential component of the transition planning process for transition-aged individuals with intellectual and developmental disabilities (IDD). Many families face barriers when participating as educational decision-making partners in the transition planning process. This is especially true for culturally and linguistically diverse (CLD) families, as past research indicates that they face systemic barriers to establishing and sustaining meaningful partnerships with schools. This lack of participation as educational decision-making partners has serious implications. For example, transition outcomes (e.g., attending postsecondary education, engaging in competitive integrated employment) are worse for CLD individuals with IDD when compared to other groups of individuals with IDD. This study employed semi-structured individual interviews to explore the perspectives of seven CLD families of transition-aged individuals with IDD regarding their experiences in the transition planning process. Participants identified barriers to and facilitators of family participation as well as family roles in the transition planning process. Participants also emphasized the need for school personnel to hear their voices and treat them as equal partners in the transition planning process. Implications for research and practice are discussed.</p>