The Individualized Education Program (IEP) remains a pivotal document for ensuring educational equity for students with disabilities in public education (Bateman, 2017). This qualitative interview study investigated how an IEP team supporting a student with extensive support needs navigated the decision-making process during annual IEP development. Through in-depth interviews with six out of eight team members, I explored IEP team members' perceptions of their and others' responsibilities and contributions to the development of an annual IEP. Qualitative coding revealed four key decision-making themes: Unspoken norms, privileging professional knowledge, avoiding conflict and responding to disagreements, and identifying your place at the table. The findings highlighted how implicit norms, unwritten policies, and personal beliefs influenced decision-making dynamics. I also addressed study limitations, proposed areas for future research, and discussed practical implications. [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.]