For more than a century, the state of Florida has been home to a rich, diverse cultural tradition and history stemming from its pan-ethnic Latine population. While large metropolitan areas such as Miami and Orlando are home to sizable Latine communities, the idyllic and traditionally West-Central region of the state currently experiences a phenomenon known as the creation of the "Nuevo" South, as indicated by a rapid and ongoing increase of its Latine student population within its high schools. Nevertheless, research continues to demonstrate that standardized Florida curricula, benchmarks, and learning materials fail to portray any significant presence or appreciation for Latines in U.S. history. Additionally, influential institutions such as College Board and college admission concepts such as core GPA negate the value or need for subjects such as Latin American history in grade schools. This curricular ethnic nullification negatively affects Latine students and the parents who place so much weight upon their children's education and ethnic appreciation. Though much existing research focuses on Latine communities in either large metropolitan areas of the state, or on the experiences of teachers and students, more work is needed centering the livelihood of Latine parents and their experiences with ethnic nullification so as to generate more equitable practices within the state. The purpose of this qualitative study was to identify how first-generation Latine parents in West-Central Florida experience ethnic nullification through public school history curriculum, how they perceive it influences the perceptions of their children, and how they explain the overall value of learning Latine or Latin American history in schools. Following a narrative inquiry methodology guided by an ethnic nullification conceptual framework, I interviewed seventeen first-generation Latine parents in Spanish from twelve different Latin American countries living in an idyllic area of West-Central Florida. Findings demonstrate that although the Latine student population is growing substantially and Latine parents believe that an ethno-diverse history education is an invaluable subject to learn in schools, none of the public high schools in the area offered any sort of class focused on Latine or Latin American history. Further, parents indicated appreciation toward Latine and Latin American history in schools was apathetic or non-existent. Participants also explained their perceptions regarding the teaching of history and systemic power as reasonings for the current experience with ethnic nullification in Florida schools and how this negatively affected their children's sense of belonging as well as generated deficit-oriented beliefs on their children's perspectives on the Latine ethnicity. Nevertheless, some parents explained how their children demonstrated a desire to learn about Latines and Latin American history in open-choice research assignments and projects, and how they compensated for the ethnic nullification experienced in school by implementing their own forms of learning, which generated positive feelings of self-worth. Moreover, parents expressed how an increased education centered on these subjects could help confront untrue or negative perceptions of Latines in Florida classrooms. This work contributes to the growing body of research regarding the experiences of first-generation Latine parents in idyllic regions of Florida based on the education of their children. It demonstrates how ethnic nullification in history education affects the livelihoods of both Latine parents and children due to the existing lack of curricular reflection. Furthermore, it provides dialogue in the manner that curricular reform should occur toward a more equitable and true representation of Latines and Latin America within history classrooms in Florida. [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.]