The purpose of this study was to examine parents' lived experiences when considering the impact of their parental involvement and parenting styles on their ethnic minority youth with disabilities, transition outcomes, and mental health. Specifically, the research sought to explore how parents' levels of engagement in their children's education may interact with the potential challenges associated with their race/ethnicity and cultural practice that can influence how their parenting styles are expressed. To guide the research, theoretical frameworks utilizing Bronfenbrenner's Ecological Systems Theory and Joyce Epstein's Parental Involvement Model, including the overlapping spheres of influence. A qualitative phenomenological research design was used in this study to produce in-depth experiences of parents of ethnic-minority youth. One-on-one interviews with ethnic minority parents of students with disabilities who are participating in transition planning were conducted to obtain data needed to address the research questions. Data were collected using semi-structured interviews with seven participants, who were parents of ethnic-minority youth with a disability who had an Individualized Education Plan or 504 plan. The findings included five key themes that were coded as follows: (a) Ecological Issues, (b) Involvement Requires Different Levels of Advocacy, (c) Impact on Parents, (d) Impact on Youths, and (e) Positive Support Systems and Personal Resiliency. Through these findings, the parents discussed what were their perceptions of assisting their ethnic-minority youth with disabilities. The perceptions held by these parents explored their parenting styles, involvement with service providers, their experiences having a child with a disability, and the impact of their participation in the transition process on their perceived quality of life. The study's results were favorable, shedding light on the considerable impact of the transition process on parents and their youth. The research identified gaps in the literature concerning ethnic-minority youth with disabilities and provided a deeper parental perspective. It also highlighted the need for future research to address the identified barriers, guiding the development of targeted interventions for ethnic-minority youth with disabilities. [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.]