The benefits of high-quality family-school partnerships are numerous in terms of academic, behavioral, and social-emotional student outcomes. Therefore, discovering paths to improving the relationship is essential. Finding ways to strengthen the family-school partnership is particularly critical for families with students in special education. Despite the legal requirement of parents partnering with their child's special education team, many parents report negative experiences when attempting to engage in this partnership. These barriers to effectively engaging and partnering with the school are often experienced at an exacerbated level for parents who identify as predominantly Spanish speaking compared to English-speaking parents. The findings from the literature loosely suggest there may be a relationship between parents' knowledge of special education and the quality of the family-school partnership. The goal of this study was to survey English-speaking and Spanish-speaking parents of children in special education to measure parents' perceived level of understanding and knowledge of special education and their perception of the quality of the family-school partnership. The study compared the 37 parents' knowledge of special education to the quality of family-school partnership and found a statistically significant, positive correlation between parents' knowledge of special education and the quality of the family-school partnership they experience. The study also attempted to explore differences of special education knowledge between English-speaking and Spanish-speaking parents but was unable to do so due a limited sample size of Spanish speakers. Lastly, in an effort to better inform culturally responsive interventions, the survey inquired about parents' experiences and preferences in accessing information related to special education. The results suggested that most parents do not believe resources and information about special education are readily available to them. Equally important, the vast majority of parents identified they would prefer to receive information and resources via parent trainings and workshops or via conversations with their child's special education team. Implications for future research and interventions 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.]