This study utilized a basic interpretive design to explore the experiences of parents/guardians who enrolled their children in the Build Our Kids for Success Program (BOKS) and autoethnography to explore the experiences of the researcher while implementing the BOKS program. In-depth interviews were conducted with 15 individuals representing 13 families. The participants were parents/guardians of elementary school-aged students with or at risk for high incidence disabilities. These participants were living in Wards 7 or 8 in Washington, DC and enrolled in the BOKS programs within the last 4 years. The study explored how parents or guardians of elementary school-aged children with or at risk for high incidence disabilities perceive the benefits and challenges for their children enrolled in the BOKS program. Parents/guardians provided insight on their perspective of extracurricular activities and the BOKS program. Through interviews participants were able to provide a narrative about their experiences. Responses from the parents/guardians provided insight on how parents or guardians of elementary school-aged students with or at risk for high incidence disabilities make meaning of their decision-making processes to enroll their children in the BOKS program. Comparative analysis of the data resulted in five interrelated themes that participants identified as their reasoning to enroll and re-enroll into the BOKS program: the program has no cost--"I Would Pay for It If I Had To"; BOKS Encourages Positive Behaviors; BOKS Provides Structure: "The Rest of His Days Seem to Run Smoother; It Also Offers More Structure"; BOKS Is a Supportive Environment for Students with Disabilities: "I Think BOKS Is "Disability Approved"; BOKS Engages Families: "I Like the Family Aspect of It and Participating Together." When recounting the experiences of the researcher using autoethnography, four themes emerged: Scheduling/Setting, Adaptability/Community-Based Program, Student and Family Engagement, "In a Good Light": A Place to Shine. Findings are revealed and discussed. Recommendations for practice, policy, and future research are provided. [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.]