Students attending schools in the United States who have autism would benefit from increased parental involvement to enhance their learning. There is a lack of research regarding parental advocacy on behalf of students with autism. The purpose of this phenomenological study was to examine the lived experiences and perceptions of parents who have children with autism. The study was based on Bronfenbrenner's ecology of human development theory regarding the significant role that parents play in the development of a child. To collect data, in depth interviews were conducted to understand the lived experiences and perceptions of parents who have children with autism. Following the guidelines of a phenomenological study, data analysis included a line-by-line analysis of participants' responses, coding, and identifying common themes among the participants' answers, and member checking. NiVivo8 was used to manage the data. The results indicated that parents feel teachers should be aware of the language used in individualized education plan meetings. Participants also indicated that educators need to be sensitive to the language barriers that parents may have when discussing educational issues relating to special education services and autism. More education about autism needs to be provided to the teachers and parents. This study could lead to positive social change by providing information to schools regarding the experiences of parents of children with autism. This knowledge could help establish more effective partnerships between parents and teachers, and encourage parental advocacy that could have a positive impact on students' educational experiences. [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.]