Research indicates that parents who are involved in their children's schools support their children's learning at home, and engage more frequently with their children's teachers (Reinke et al., 2019). In contrast, lower levels of parental involvement are associated with adverse behaviors at school, less social interactions, and lower academic achievement (El Nokali et al., 2010). The roles and expectations of parental involvement may differ between teachers and parents. Often, educators and school staff make assumptions about the explanations for such lack of school involvement among their students' families (Finders & Lewis, 1994; Lightfoot, 2004). These findings clearly demonstrate that schools and teachers play a crucial role in how and to what extent parents participate in the education of their children (Benson et al., 2008). The purpose of this qualitative interview study was to explore the beliefs and practices that surround parental involvement, specifically among parents and special educators of adolescents with developmental disabilities (DD). Few studies have queried both the parents' and teachers' experiences working with one another. Five parents and five special educators were interviewed to identify parent and teacher perceptions of parental involvement. The following research questions were examined: (a) How do special educators and parents of students within self-contained and/or Learning and/or Language Disabilities (LLD) urban classroom settings define parental involvement? (b) What are special educators', who teach in self-contained and/or LLD urban classroom settings, perceptions of families? (c) How do these special educators engage in and encourage parental involvement? (d) How do parents perceive their involvement in their child's school and education? (e) What are the similarities and differences between the perceptions of parental involvement among parent and special educator pairs? In the current study, parents and teachers of adolescents with DD defined parental involvement as needs-based communication where teamwork is essential for the student. Special educators held more negative perceptions of the parents than positive perceptions, and identified expected roles of these parents. Additionally, parents perceived limited opportunities for parental involvement as well as barriers to how they could contribute to their children's education. [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.]