Parents of students in special education have greater barriers to parent involvement than parents of students in general education. Little is known, however, about the factors that facilitate or impede involvement practices for this group. This study investigated the extent to which the motivational factors from Hoover-Dempsey and Sandler's (2005) Model of Parent Involvement (i.e., Parent Role Activity Beliefs, Parent Efficacy, General School Invitations, Specific Teacher Invitation, Specific Child Invitations, Perceived Knowledge and Skills, and Perceived Time and Energy) predicted the Home-Based, School-Based, and Special Education Involvement of 177 parents of students in special education. Family structure, race/ethnicity, family socioeconomic status (SES), and the child's educational level were also examined. Participants in the current study were recruited from two suburban school districts in upstate New York. All three invitation types (i.e., school, teacher, and child) and parents' perceived level of knowledge and skill necessary to help their child predicted parents' involvement in home-based activities. Parents' perceived level of responsibility to participate, perceived amounts of time and energy to participate, and perceived invitations to participate from the child predicted their involvement in school-based activities. Parents' perceived invitations from the school and their perceived invitations from their child's teacher predicted their involvement in special education activities. Family structure and race/ethnicity did not demonstrate any predictive ability; however, SES positively predicted School-Based Involvement and the child's education level inversely predicted Home-Based Involvement. Direct invitations for involvement from the child and the child's teacher were the most meaningful positive predictors of involvement. General invitations from the school, however, demonstrated an inverse relationship suggesting that parents of students with disabilities may react differently to general invitations than schools may think. Taken as a whole, these findings suggest that parents of students in special education have the desire to participate, but will select forms of participation that are conducive to their schedules and that will be most helpful for their child. Based on the results of this study, school-based practitioners may help to increase parent involvement for this group by sending specific, direct invitations for involvement and by encouraging children to do the same. [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.]