Since the literature in the field of special education supports the argument that involving parents in the educational process is more likely to positively influence children's educational outcomes, this research aims at exploring the position of Jordanian parents of young children with disabilities in terms of their involvement. A qualitative design was employed to achieve the study's purpose. 25 semi-structured interviews were carried out with 29 parents of young children with disabilities. Thematic analysis techniques were used to examine the data collected from these interviews. Results revealed that parents generally reported a low level of involvement in their children's education and learning. While some parents spoke about activities that they had participated in, others tended to justify why they did not get involved. This paper eventually hopes to effect such positive change in terms of overcoming involvement barriers that reported by the parents.