The purpose of this qualitative descriptive study was to explore how parents of special education students describe their role in the prevention of bullying in elementary schools in the Northeast region of the United States. This study included 41 parents of special education students in kindergarten through fifth grade in the Northeast region of the United States completing a questionnaire, with 11 also participating in an individual semistructured interview. Bronfenbrenner's ecological systems theory guided the two research questions of this study. The two research questions were: how do parents of special education elementary students describe their role in the prevention of bullying, and how do parents of special education elementary students describe the strategies they use to prevent bullying? Using thematic analysis, the researcher identified 13 themes from the research data regarding how participants described their role in the prevention of bullying in elementary schools. (1) bullying of special education students, (2) bullying causes and effects, (3) bullying parameters, (4) family environment, (5) parent involvement, (6) prevention in schools, (7) what more can school do, (8) social media, (9) prevention program, (10) parent prevention role, (11) prevention strategies, (12) strategies used during a HIB, and (13) training. The findings of this study demonstrated that although unsure of their rights, parents of special education students take an active role in preventing bullying. [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.]