<p>Family-school relationships are the foundation of effective collaboration in special education. However, there is little representation of parents of diverse racial and ethnic backgrounds in existing family-school relationship research. In this qualitative study, we interviewed 24 Black parents of students with individualized education programs to gain insight into their relationships with educators (i.e., teachers, service providers, and administrators) at their child’s school. Parents cited consistent communication as a major attribute of positive relationships and discussed the impact of their race and culture on their family-school relationships. Parents prefer educators who provide individualized attention, are passionate about their work, and those who have a similar racial identity. Findings have implications for research, practice, and policy.</p>