The purpose of this qualitative research study was to explore the experiences of caregivers who advocate for a child with social anxiety. Parents of a child diagnosed with social anxiety describe similar experiences and challenges. Often parents adopt the role of advocate in order to obtain the necessary school services for their child. This qualitative descriptive study explored how parents felt during the advocacy process and what these experiences were like for the family unit. Two theoretical foundations supported this study, Family systems theory and Trainor's Advocacy Approach Model. The first research question asked parents to describe how they experience advocating for a child with social anxiety. The second research question asked how parents approached advocacy, as defined by Trainor's advocacy approaches theory. There were 32 participants from the United States that were caregivers for a child diagnosed with social anxiety. All participants completed a semi-structured questionnaire. Of the 32 participants, 12 of them were interviewed about their experiences. Data were analyzed through thematic analysis. The findings indicated the experiences for caregivers are a complex and sensitive process that impacts the entire family unit. Participants shared that the advocacy process can be confusing and overwhelming. Caregivers revealed that they felt uneducated about the process with little support from others. However, caregivers that had superior support systems, through personal or academic relationships, expressed more satisfaction with the advocacy process. Learning about parents' experiences throughout this process provides insight on how to better support families. [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.]