Educators and researchers have long considered parental involvement an integral part in the success of students and researchers have concluded that there is a connection between parental involvement and the retention rates of students who are involved in regular education curriculum. However, much less information is available regarding the outcome of parental involvement for the special education student. This multiple case study identified barriers that prevented parents from actively engaging in their child's education. Epstein's model of parental involvement and constructivism formed the conceptual foundation of the study. In-home and school based intensive parent-educator partnerships were explored to discern the role parental perceptions play in the academic success of the special needs student. Eleven participants contributed to this study: 3 special education teachers, 2 families with children enrolled in a life skills classroom, and 6 social service providers. Collected data included open-ended interviews, surveys, and participant in-home and school based observations. Transcribed data were analyzed using inductive data analysis. Survey data were analyzed using descriptive statistics. Member checking and external auditors were used to validate the study. Findings suggested that the past programs used by the school district failed. Negative experiences had by educators and parents in the past created a stalemate between the two parties. A recommendation is that a well-trained school liaison, who is able to facilitate appropriate trainings and who can effectively define the district expectations of parental involvement efforts, may increase parental education partnerships. These partnerships, in turn, may increase the likelihood of student academic success. A Parent-Educator Partnership Program was designed that could be used to address the daily functional life skills needed by special needs students. The use of a parent educator partnership program facilitated by a trained school liaison may contribute to positive social change by increasing communication between parent and school officials, which may reduce the preconceived barriers to parental involvement. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]