The purpose of this study was to examine how communication between Latino parents and special education teachers influenced collaboration and involvement in the development of the Individualized Education Program in Southern California. The study used Ogbu's (1992) cultural ecological theory and Epstein's (1995) six steps types of parental involvement framework to guide the study. The research questions focused on understanding how special education teachers and Latino parents describe how communication influences collaboration and involvement in the development of the IEP. The sample consisted of special education teachers and Latino parents from Southern California. The methodology employed was qualitative, using a descriptive design and data sources of open-ended questionnaires and semi-structured interviews. Data analysis was conducted using Braun and Clarke's (2014) Six-Step Thematic Analysis. Results revealed that communication, trusting relationships, relationship development, structural problems in the interpretation of IDEA, legal requirements in the IEP, and cultural and linguistic differences were key themes that helped answer the research questions. The study found that communication between Latino parents and special education teachers influences collaboration and involvement during the development of the IEP, and Latino parents continue to struggle during the development of the IEP. The study suggests that educators must understand how communication and other components contribute to how parents participate in the development of the IEP, and Latino parents need more support to be able to effectively collaborate and be involved in the development of the IEP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]