This document is the report of one phase of a Minnesota study to examine the problem of misrepresentation and overrepresentation of African American, American Indian, and Latino students in special education. Phase 2 of the study involved seven focus groups comprised of minority parents throughout rural and urban areas of Minnesota. Focus groups addressed questions concerning what works, what doesn't work, what the contributing factors are, and what needs to be done. All focus groups felt that individualized instruction and support services provided in a small classroom setting were two of the most effective aspects of special education. Most participants also expressed strong support for the Individual Education Program process, the value of staff training in cultural awareness, and activities to promote parent involvement. Specific group emphases included: discrimination and racism (African American); the lack of communication between home and school (American Indian); and the lack of cultural awareness and sensitivity (Latino). Comparison with outcomes of the professional focus groups of Phase 1 found that both professionals and parents supported tutorial and small group instruction and staff training in cultural awareness as effective. However, where professionals emphasized the use of a team approach to decision-making, parent groups indicated they rarely saw themselves as contributing members of their child's educational planning team. Contains 37 references. (DB)