When parents enroll their children who qualify for special education services in fully online schools, that decision was an exercise of agency. Less is known about how parents understand and negotiate their agencies "after enrolling." Researchers interviewed 18 parents of children with special educational needs in fully online schools in the United States. Parents described using their agencies to blur the boundaries between their bodies and their children's bodies so that schoolwork could be completed and so that their children's bodies could be made more acceptable in the online school setting. Findings centered on being alone, but together with their child physically during online work, collaborating to maintain mutual engagement of bodies in online schooling, and the will to be successful to maintain these agencies.