Parents of children with diverse learning needs have a myriad of barriers that they must learn to navigate as family-school partnerships are developed and their child completes their educational journey. Special education is oftentimes fraught with inaccessible procedural safeguards, power differentials between school personnel and parents, and special education jargon that can sometimes make the support inaccessible. Ensuring effective advocacy, collaboration, and support for students with diverse learning needs is crucial for both parents and students to achieve success. The Education for All Handicapped Children Act (EHA) of 1975 was the catalyst stating that parents being equals in the IEP process was the rule not the exception. As parental involvement has increased, parents’ ability to have an influence in special education has surpassed legal statutes and evolved into a truly collaborative space that works to advocate for the success of all students. As parental influence increases, educators need to adapt to sustain environments driven by collaborative advocacy. Collaboration between school personnel and parents is essential for the educational success of a child with an individualized education program (IEP). Fostering the collaborative relationship between parent and school is not only legally required, but good educational practice. The goal is to create and implement quality IEPs that support each individual child. Parents must have a voice that is not only heard but valued in the process. This chapter reviews the potential barriers parents and practitioners face and solutions to increasing parental advocacy and supporting students with diverse learning needs.