The purpose of this dissertation was to examine the cultural factors influencing the decision-making process of Latino families regarding the acceptance or refusal of special education services. Initiated by the observed disproportionality in Latino students being enrolled in special education programs compared to Anglo-American students, this paper provides a comprehensive exploratory sequential design study into the phenomena. Cultural factors include parental involvement in their child's education, family's socioeconomic status, parents' age, parent education level, and parent understanding of the distinction between special education and general education. The researcher utilized a mixed methods approach to facilitate a deeper understanding of this phenomenological study where both qualitative and quantitative data was collected. The study's findings highlighted statistically significant correlations between participants' acculturation decision, citizenship status, command of the English language, and trust in school district personnel as factors impacting their decision making regarding their students' education. Understanding these factors can aid school personnel in developing more inclusive and sensitive environments where diverse families feel comfortable being involved and making appropriate decisions for their students. [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.]