Everyone agrees that family participation is paramount to student achievement. Much has been written about the importance of parent collaboration in the schools. Yet, less has been written about the family who does not speak English and also has a child with disability. This article reviews the research on involvement of parents in the schools, the research on involvement of language minority parents in the schools, the research on involvement of parents of children with disabilities, the requirements under "No Child Left Behind" (NCLB) and the "Individuals with Disabilities Education Act" (IDEA) for parent participation, and the research on involvement of language minority parents of children with disabilities, in order to provide suggestions for strategies for increasing the involvement of language minority parents of children with disabilities in their child's school achievement.