Black parents of young adults with high incidence disabilities provide salient support to their children during and after postsecondary planning processes in high school. These parents serve a vital role concerning their child with high incidence disabilities' postsecondary planning processes. School counselors are well-positioned as social justice advocates to collaborate with Black parents of young adults with high incidence disabilities during the child's high school years. School counselors' work with this population of students needs to be in conjunction with the students' parents and family. Despite these truths, Black parents and their children with high incidence disabilities are invisible to school counselors and continue to be underserved in the area of postsecondary planning. As a result, Black students with high incidence disabilities are more likely to drop out of high school, graduate with an IEP diploma or certificate of attendance, leave high school without a clear, informed plan, have lower college completion rates, and are more likely to be underemployed and underpaid in employment settings. The purpose of this phenomenological study was to understand the perspectives of Black parents of young adults with high incidence disabilities on the postsecondary planning process. The research question that guided the study was, "What are Black parents' lived experiences regarding the postsecondary planning process for their young adult child with high incidence disabilities?" Fourteen Black parents from three states (Georgia, Michigan, and South Carolina) were interviewed to elicit their experiences with their young adult child with high incidence disabilities' postsecondary planning process. Interviews consisted of semi-structured open-ended questions. Disability Critical Race Theory (DisCrit) (Annamma et al., 2018) served as the theoretical framework for this investigation. Findings of the data analysis evidenced five themes: (a) experiencing invisibility by a lack of inclusive postsecondary planning, (b) feeling marginalized due to collusive forces of ableism and racism, (c) persevering role of Black parents through postsecondary planning processes and beyond, (d) navigating inequities through social supports and other supports, and (e) enacting ongoing resistance and advocacy. Implications for practice for various educational stakeholders and entities and recommendations for future research are discussed. [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.]