Special education services have seen great improvement since the passage of the Individuals with Disabilities in Education Act (IDEA) in 1975, but culturally and linguistically diverse (CLD) families still face exceptional challenges when advocating for special education services for their children (Artiles & Harry, 2006; Palawat & May, 2011). Beyond language barriers, school culture and the special education system are often challenging to navigate, and cultural misunderstandings may lead to over-representation or the provision of services that fail to meet children's needs (Artiles & Harry, 2006; Palawat & May, 2011). This study investigates the case of one such family across several school districts and early intervention settings to identify areas of success and shortfalls, in order to contribute to research on critical needs for further improvements in special education relationships and services for CLD families.