This study explores the relation between Mexican American parents and the special education system, especially the Individualized Educational Plan (IEP) meetings. Within this narrative account, 10 Mexican American women were interviewed throughout a school year to comprehend how they felt about their experiences during IEP meetings concerning their children. Thematic analysis was used as means of formatting the data. From the analysis, themes revealed that although these women wanted to be involved in the decision-making process regarding their children, they were silenced by overt or covert messages that told them their voices were not valued.