Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special education has been federally mandated for 40 years, since Public Law 94-142 was passed in 1975 and later reauthorized as the Individuals With Disabilities Education Act (IDEA, 2006). However, many families have indicated a lack of collaboration during the Individualized Education Plan (IEP) process and have frequently felt that they must fight for services for their children (Blackwell & Rossetti, 2014; Resch et al., 2010; Turnbull et al., 2011). The difficulties experienced while interacting with the special education system can be even more prevalent for CLD families because they do not typically experience collaborative partnerships with their children's school professionals (Fults & Harry, 2012; Harry, 2008; Olivos, Gallagher, & Aguilar, 2010). Schools often present several barriers to collaboration with CLD families, including a lack of cultural responsiveness, inappropriate accommodations related to language, insufficient information about team meetings, little respect for familial expertise and contributions, and deficit views of families and children (Harry, 2008; Wolfe & Duran, 2013). In this article, the authors offer research-based strategies for teachers who seek to improve their relationships with CLD families who have children served by special education. The guidelines are organized around three guiding questions intended to frame the development of an action plan for improving culturally responsive collaborative partnerships with CLD families during the IEP process.