Evidence suggests interpretation and implementation of the inclusion of students with disabilities has the potential to vary greatly depending on how school leaders make meaning of inclusion as the least restrictive environment. It may also be affected by the level of collaboration and trust school leaders develop with parents (Jones & Gansle, 2010; MacLeod et al., 2017; Shelden et al., 2010; Tschannen-Moran, 2014). However, the effort schools make to build trust and increase collaboration with parents can vary. The purpose of this study was to explore parent perspectives during the IEP process to determine what behaviors school leadership participating in the IEP exhibited that influenced the level of collaboration between school and families. Information was gathered from participants using a qualitative basic interpretive design to help illustrate their experiences. Semi-structured interviews were conducted with 17 participants (14 mothers, 3 fathers) across four regions of the United States, and among seven school districts collectively. The basis for analysis of the participants' perspectives on leadership practices was framed by the Multiple Ethical Paradigm for Ethical Decision Making. This framework is made up of the ethic of care, ethic of critique, ethic of justice, and the ethic of profession (Shapiro & Stefkovich, 2011; Starratt, 2004; Stefkovich & Begley, 2007). Findings resulted in three themes, including the relationship between collaboration and trust, how parents viewed their role in the IEP and level of preparation for that role, and the parent perception of how leaders and school teams may influence IEP Procedures. This research contributes to a better understanding of how schools can work with families to develop and reinforce trusting partnerships to effectively collaborate during the IEP process. The five facets of trust, including benevolence, reliability, openness, honesty, and competence (Tschannen-Moran, 2014) were increasingly apparent through participant responses, indicating trust is arguably the most necessary component to build and maintain relationships with families and is essential for successful collaboration. [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.]