Families of children with disabilities must constantly work to advocate for their children, find the school that provides the best fit, and assess whether educators are providing the right interventions. This can be exhausting and frustrating, especially when it comes on top of the unique demands of parenting a child with a disability. The Center on Reinventing Public Education (CRPE), wanted to learn how parents in those circumstances manage the school choice process, and how they can be better supported to advocate for their children and choose the best educational opportunities. Two cities, New Orleans and Washington, D.C., exemplify both these opportunities and challenges. CRPE studied those cities to identify ways they can continue to maximize opportunities and minimize challenges for families with children with disabilities--especially to help both communities improve their enrollment and information-sharing processes, with the understanding that a process is only as good as the choices available. While school governance in both of these cities is fairly unique compared to other school systems around the country, CRPE believes their experience can inform other cities' efforts to expand educational opportunities and improve the experience for families with children with disabilities. CRPE studied how parents of children with disabilities choose schools: what supports are available to them, and their experiences using these supports to navigate the school choice process. The next phase of research was to follow the experience of a smaller set of families throughout this school year to understand: (1) how the reality of the school the family chose or were assigned fits with what they thought they were getting; and (2) how they navigate the school choice process. Findings will inform later phases of research. They also point to ways New Orleans and D.C.--and other "high-choice" cities--can better support students with disabilities and their families.