This qualitative phenomenological design study explored the parental role in special education advocacy and support of early childhood learning needs of pre-K to 2nd grade elementary students receiving special education services, based on parental perceptions of whether they have adequate know-how and resources to advocate and support the early childhood educational needs of their child. The central question was whether parents felt adequately informed and equipped to advocate and support the special education needs of their child. Of pivotal interest are parental perceptions about their role in Individuals with Disabilities Education Act (IDEA) special education advocacy within the Individual Education Plan (IEP) process, in terms of their child's learning needs during school-based instructional interactions, at-home learning interactions, learning supplies or resources, motivation, attendance, and behavior. Participants were 15 parents of elementary students receiving special education services in one district. Data collection was in two phases, first through a Qualtrics demographic survey, and followed by a second phase one-time in-depth participant interview. Findings reveal that at least forty-three percent of participants understood IDEA Act requirements and also felt that the IEP process is essential for ensuring the availability of home support in order for parents to better support their children's homework, virtual at-home learning, and to mitigate summer-brain-drain learning loss. Further, participants perceived teacher and administrator collaboration as critical for quality communication and essential engagement with parents regarding their child's educational needs and success. [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.]