Although expected to be equal partners in the special education process, parents of children with disabilities often struggle to participate in individualized education program (IEP) meetings. Specifically, Latino parents of children with autism spectrum disorder (ASD) face systemic barriers occluding their participation and advocacy in IEP meetings. In this study, 22 Latino parents of children with ASD participated in an advocacy training. Before and after the advocacy training, participants read and responded to a proxy IEP transcript designed to gauge their participation and advocacy in IEP meetings. After completing the advocacy training, participants demonstrated significant increases in the number of words used, turns taken, and appropriate, advocacy comments. Implications for research and practice are discussed.