Parent involvement in special education encompasses parental activities in the school, engagement with school personnel, engagement in school, community, or home based activities, and advocating on behalf of a child with special needs. Parent involvement ensures quality special education services for children as well as promotes educational and skill gains. The current study investigated school-based parental involvement (P.I.) and its association with a child's receipt of comprehensive special education services, parental satisfaction with special education services, and parental satisfaction with the school. In addition, the study investigated whether a child's race affects the comprehensiveness of special education services and parents' perceptions of special education services. Using the Parent and Family Involvement in Education Survey 2007 Panel, linear and multinomial regression models were conducted to investigate relationships. Study results indicated P.I. is associated with the receipt of comprehensive special education services, satisfaction with services, and overall satisfaction with the school. P.I. was higher when a child received more special education services. In addition, as P.I. increased, parents had higher satisfaction with special education services and the school. Minority children in the study received more special education services than non-minority children. On the other hand, satisfaction with special education services varied across races. The study provides insight on special education delivery as well as establishes a preliminary understanding of P.I. [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.]