Cultural brokering has been identified as an important skill for practitioners in urban school districts who are attempting to improve connections between home and school. This paper describes an evaluation of the special education liaison program in Indianapolis Public Schools (IPS), a large urban district located in the Midwest. Findings from the evaluation indicated that a substantial part of the liaison's job involved cultural brokering. Qualitative results share service provider voice in describing activities specific to cultural brokering practices. The importance of these activities in urban schools and future research needs are discussed.