The culture of the United States has become increasingly diverse. Teachers, including physical education (PE) and adapted physical education (APE) teachers, often struggle to find ways to communicate with non-English-speaking children and their families. Consequently, some families of children with disabilities are unfamiliar with the benefits and services that are available to their children through special education programs. The purpose of this article is to provide communication strategies that may help APE and PE teachers to work more effectively with parents of non-English-speaking families, specifically Hispanic families. An increase in communication may establish positive rapport and encourage Hispanic families to become an integral part of the physical education program. (Contains 3 tables and 2 figures.)