The purpose of this qualitative descriptive study was to describe how Latino parents of children with disabilities perceived their involvement at home or their volunteering at their child's school in Southern California. This study used Epstein's Theory of Overlapping Spheres of Influence and Epstein's Framework of Six Types of Involvement as the foundation for the research. Two research questions guided this study: how do Latino parents of children with disabilities perceive their involvement on how their child learns at home and their volunteering at their child's school? Data collection included a demographic questionnaire with inclusion criteria and semi-structured interviews. The sample comprised of 10 Latino parents of children with disabilities. Of the 10 participants, nine were female, seven were under 40 years old, seven were married, four had some college credit, and four were homemakers. Data analysis included the use of thematic analysis. The results of this study confirmed that Latino parents of children with disabilities want to be involved in their child's education despite reported barriers. Additionally, participants reported being self-taught by the internet or other resources to then teach their children, assist with homework, or practice skills at home. The practical implications of these findings are that schools can define and advertise alternative forms of volunteering that do not require parents to be physically present at schools. Also, teachers can provide parents of children with disabilities trainings on specific content and skills. [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.]