18 qualitative investigations of families of children with disabilities from nondominant communities and their perspectives on home-school partnerships were included in this meta-synthesis. Included studies used a qualitative research design to examine the perspectives of families of children with disabilities from nondominant communities in grades K-12 on the Individual Education Program (IEP) process and collaboration with schools. Results indicated that families faced many obstacles preventing them from engagement in collaborative relationships with school professionals. Families experienced communication barriers such as, (a) lack of interpreters or translated documents, (b) issues with cultural misinterpretations, (c) problems advocating for appropriate services, (d) confusion concerning special education jargon and the purpose of the IEP, and (e) challenges with the quantity and quality of information received at home. Parents often sought outside, community agencies to mediate and provide services missing from the school day. Limitations and implications for future research and practice are provided.