Limited research exists on African American students in Spanish-English dual language programs and parent perspectives. This research study allowed the voices of 10 African American parents who have students currently enrolled in an elementary Spanish-English dual language program in a school district located in Southeast Texas to be heard. The purpose is to gain insight on their thought process for enrolling in the Spanish-English dual language program, what they hoped to gain for their students, the educational implications, and their struggles from being in the program. This phenomenological qualitative study describes African American parents' perspectives and experiences with students participating in Spanish-English dual language programs. A parent letter and survey were sent to African American parents in the Spanish-English dual language program to inform them of the research and seek volunteers for the study. The data analyzed for this study was collected through interviews. Every interview was audio recorded then transcribed, including field notes or observations. After analyzing all the participants' responses, the results connect with the Estes Parent Perception Model (2021) as shown in the conceptual framework of Chapter I of this study. The participants' perceptions regarding the influence of factors such as their beliefs and personal experiences affected their decision to enroll their children in Spanish-English dual language program in an elementary school setting. [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.]