The purpose of this qualitative, grounded theory study was to describe adaptations for culturally and linguistically diverse families of English language learning students with autism spectrum disorders. Each family's parent was interviewed three separate times to gather information to understand the needs and experiences regarding their child and their experiences in school. Following data analysis the subsequent themes were discerned: parental perception and understanding of the child given their respective diagnosis, parental expectations for the child given their respective diagnosis, extraneous influences on parenting, support systems for parents, parental experiences when interacting with educational professionals, and parental roles exhibited during interactions with educational professionals. The findings of this study indicated that it was difficult for parents to accept their child's disability and to separate the disability from their child's validity as a person. Parents were also limited in their ability to be active participants in their child's education because of lack of English language proficiency. Additionally, there is a need for more classes for adult English language learners which are essential if parents are to become proficient in communicating with those in American society who interact with and provide care for their children. Emerging theory also indicated that parents strongly desire to have support groups that reflect their unique language and culture in which they can share their experiences with each other and seek solutions together. [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.]