The purpose of this qualitative single case study was to explore how parental involvement in learning at home is perceived to influence student academic achievement among students in special education programs within a school district in North Central Texas. Epstein's 2010 theoretical framework on learning at home was used as a basis in this study. Additionally, this study was guided by two research questions: (1) How are parents of elementary students in special education programs involved in the student's learning at home? and (2) How do parents of elementary students in special education programs perceive their involvement in the student's learning at home as influencing their academic achievement? The phenomenon being explored in this study is how parental involvement in learning at home is perceived to influence student academic achievement among students in special education programs within a school district in North Central Texas. Fifty parents completed the Parental Involvement Survey, 10 of the 50 parents completed the focus group session and the one-on-one semi-structured parent interviews, also, convenience sampling was utilized in this study. Data sources included modified version of Sheldon and Epstein's (2007) closed-ended Parental Involvement Survey, a focus group session, and one-on-one semi-structured parent interviews. Braun and Clarke's (2013) version of thematic analysis was used to analyze the data using complete coding. The findings of this study suggested parental involvement has a positive influence on student academic achievement as all parents stated the students passed to the next grade level with the help of the parent's involvement. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]