This qualitative study investigated the barriers against and strategies for promoting the involvement of culturally and linguistically diverse (CLD) parents in school-based transition planning. Focus groups and interviews were conducted with 31 parents from Native American, African American and Hispanic communities, and 10 professionals who had involvement in transition planning. Coding of the transcripts using established ethnographic and content analysis techniques revealed seven main categories or types of barriers which appear to inhibit or prevent parental involvement in school-based transition planning: (a) power imbalance; (b) psychological or attitudinal; (c) logistic; (d) information; (e) communication; (f) SES and contextual factors; and (g) cultural influences. In the qualitative study, parents and professionals also identified a number of potential strategies for increasing or better supporting parental involvement in transition planning. These strategies included: (a) positive communication between parent and professionals; (b) preparing for transition at an earlier age; (c) information on school-based transition planning; (d) use of a parent advocate; (e) emotional support for parents; and (f) flexibility in meeting formats. The implications of these findings for educational and transition services are discussed. (Contains 3 figures.)