Phenomenology, as both a philosophy and a research method, is utilized to comprehend and interpret lived experiences. Researchers frequently employ phenomenological methodologies to discern the essence, or core meaning, of shared experiences associated with specific phenomena. This case study delineates the advantages and challenges of using this method to examine the process of navigating the individualized education plan (IEP) process with seven Latina mothers of children with disabilities. The use of a phenomenological methodology for collecting, analyzing, and interpreting interviews with participants fits the intent of the study, which was to co-create rich narratives with multi-layered meanings while limiting researcher bias. Data collection involved interviewing each participant three times, followed by an iterative hybrid coding process and the development of research memos to record initial interpretations. Five themes emerged to address the two research questions posed in this study. The findings underscore the significance of acknowledging the interconnected lived experiences, lived identities, and lived spaces of mothers engaging with the IEP process in schools. Although phenomenology is not commonly used in special education research, it provides valuable insights into phenomena and facilitates the co-creation of conceptual understandings grounded in lived experiences. Owing to its theoretical flexibility and rich descriptions, a phenomenological methodology can be used to expand the knowledge base in various fields. [This content is provided in the format of an e-book.]