The purpose of the study was to analyse South Korean (SK) immigrant parents' positioning (i.e. roles, responsibilities, and obligations) as experienced with regard to physical education for their children with autism spectrum disorder (ASD) in the United States (U.S.). The theoretical framework was positioning theory. The participants were five SK immigrant parents of children with ASD. The research design was a phenomenological inquiry and the data sources were interviews, educational documents, and researcher's field notes. The data were analysed using a thematic analysis approach and exposed four themes, which were: (a) my role as a parent, (b) cross-cultural educational contexts, (c) the supportive roles of the church, and (e) underdeveloped partnerships. The parents experienced cultural and language differences when working with school personnel and the Korean church community was the primary support space and resource to overcome these barriers. Further, the parents shared a lack of knowledge about physical education programing, as well as, a lack of collaboration with the adapted and general physical education teachers.