As the percentage of diverse students continues to increase, the problem of disproportionate representation of students in special education by race/ethnicity persists (Kena et al., 2014; Zhang, Katsiyannis, Ju, & Roberts, 2014). The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires states to monitor disproportionality by collecting data on disciplinary records and the identification and placement of children into special education. For individuals who are culturally and/or linguistically diverse (CLD) and have disabilities, the negative effects on postschool success appear to be amplified. Because of its association with positive postschool outcomes, family involvement in the transition process has long been recognized as vital (Kohler, 1996; National Organization on Disability, 2004). However, CLD parents of youth with disabilities have lower levels of involvement in the transition process (Landmark & Zhang, 2012). The purpose of this article is to provide a research synthesis of CLD family involvement in the transition process. Barriers of CLD parental involvement are identified. Recommendations for policy makers, school administrators, and teachers are made.