This exploratory qualitative study examines the perceptions of ten Haitian parents regarding their child with a disability, the education the child was receiving, their interaction with the school system, and how the disability has affected their relationship with their child and their involvement with the school. Data were obtained from interviews and analyzed using constant comparative techniques. Findings revealed that parents seldom disagreed with school personnel and did not fully grasp the different methods available to address their concerns, nor the role they were expected to play in the process. Overall, parents' perceptions were guided by two core concepts: coping mechanisms and locus of control. Implications of these perceptions and recommendations for future research are discussed.