Cultural background influences one's understanding of intellectual and/or developmental disabilities. More specifically, the cultural perspectives of parents and special education professionals may affect decision-making in providing appropriate services for children with disabilities. Therefore, cultural distinctions may present a unique challenge for families, special education professionals, and related service providers in collaboratively working toward a comprehensive educational plan of action for children with disabilities. The purpose of this paper was to examine the issues of cultural dissimilarity among Asian parents, special education professionals, and related service providers that influence service delivery for school children with disabilities in the United States. First, the literature regarding cultural beliefs about perceptions of disabilities will be reviewed. Secondly, the impact of cross-cultural perception among parents and professionals toward team collaboration will be discussed. Thirdly, the process of special education services, including referral, diagnostic evaluation, and special education placement resulting from cross-cultural perspectives will be discussed. The paper also discusses what families and special educators might do to account for their cultural differences so that quality and productive special education services could be provided to fulfill the potentials of children with special needs.