Creating partnership between special educators and parents who are Mexican American often poses unique challenges for all involved. Historically, the fact that these parents may not share mainstream values, traditions, and customs has often been perceived by special education teachers as part of the problem and not as valuable new sources of information. This view has also been associated to other families who come from low socio-economic backgrounds, limited English proficiency, and/or racial and ethnic minorities, often leading to an eradication of the parent-special education teacher partnership. The authors believe that in order for effective partnerships to take place with these parents, special education teachers must go beyond creating comfortable and welcoming environments. Although creating these environments are necessary and a good starting point, the call for true partnerships requires that special education teachers come to know the cultural aspect surrounding how these parents perceive schooling. In addition, expanded parental involvement as suggested by the law requires that special educators learn: how parents from diverse background affect student learning; how to include all parents from diverse backgrounds; and how to minimize barriers between schools and these communities. This article explores good practices in creating parent partnerships between special education teachers and Mexican American families. (Contains 1 note.)