Semi-structured interviews using Cognitive Interview method techniques were conducted with nine Culturally and Linguistically Diverse parents of students with disabilities in this exploratory study. Parents recalled experiences asking questions and making advocacy statements at Individualized Education Program meetings. Four major findings were identified: 1) IEP meeting structure was similar across parent participants, but parents' roles and experiences during the IEP meeting varied; 2) parents recalled asking questions and statements regarding academic decisions, supplementary services, and transitions; 3) parents recalled experiences asking questions or making statements based on knowledge or connections gained from social and cultural capital acquisition; and 4) parents reported that use of certain communication skills led to effective meetings and successful outcomes. Parent responses were further examined using a social and cultural capital framework. What remains to be fully understood is how parental involvement through questioning and advocacy may be increased through teacher and education professional training. [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.]