Part of a larger study examining family involvement in children's special education programs, this study looked at the involvement of 9 fathers in the special education programs of their children (ages 5 to 16). Individual interviews and focus groups were employed to gather data. Three main themes emerged from analysis of interview and focus group data: (1) communication with the school; (2) fathers' views about the role of the parent in the educational process; and (3) fathers' level of satisfaction with the school and school practices. The fathers indicated that they did not receive the communication from the school or the child's teacher that they needed. They also believed that parent involvement is important and identified the following benefits: motivating and encouraging their child, cutting down on their child's misbehavior in school, and acting as an advocate for the child in the school. Three issues emerged regarding fathers' level of satisfaction with the school: the importance of classroom behavior management, the importance of progress in academic areas, and the importance of the school's climate for children in special education. (Contains 29 references.) (CR)