The purpose of this qualitative case study is to explore African American parental involvement of students with disabilities during transition planning in urban high schools. Through an explanatory case study the author seeks to gain a better understanding of parental involvement during the transition process in preparation for employment or college. Data were collected through semi-structured interviews and document analysis and analyzed through Joyce Epstein's (1995) parental involvement framework to explain the central phenomenon of how African American parental involvement occurs in urban city schools. Themes identified were: parents as experts; emphasis on meeting the individual needs of the student; resistance versus empowerment; and knowledge gap of parental rights. Implications are relative to students with disabilities, parents, teachers, administration, and the field of counseling. [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.]