Paraeducators deliver the bulk of special education services, and it is expected that the number of paraeducators employed in the United States will continue to increase. As paraeducators become a more common component of special education, it becomes more important to fully understand their experiences. The purpose of the study was to better understand paraeducators' experiences, specifically as they relate to power relations. This critical ethnographic study examined the experiences of paraeducators through interviews. An emancipatory lens informed the design of the study and the recommendations, which aimed to improve the working conditions of paraeducators by allowing them to voice their opinions and make recommendations. Three major areas were studied: paraeducator daily experiences, power relations, and paraeducator needs and suggestions. The results align with those of previous studies: paraeducators generally experience low levels of respect and appreciation, do not receive enough training and supervision, and are typically not empowered to participate in their own work as much as they would like. [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.]