Little research has been devoted to the study of parent centers serving culturally and linguistically diverse (CLD) families of children with disabilities. Community Parent Resource Centers (CPRCs), provide information and emotional supports to families from traditionally underserved communities. The traditionally underserved for the most part are comprised of people of color from culturally and linguistically diverse backgrounds and concentrated in impoverished communities. As the U. S. population becomes more diverse, it is pertinent that the needs of CLD families are understood in order to inform policy and design more proficient service systems. The purpose of this study was to gain an in-depth understanding of families who are served by CPRCs and identify features of support provided by these specialized organizations that are meaningful to members. CPRCs are founded and led by parents who are from the communities that they serve. The organizations' leaders likely have an understanding of the daily concerns and similar life experiences as its membership. Through these experiences, parent leaders can become adept in developing supports that may have unique characteristics which establish a goodness of fit with cultural and linguistic minority communities. Little is known in the literature about the experiences of CLD communities with the service system outside of special education. This study was designed to provide insight into the experiences of underserved families within the developmental disabilities services system. Since the context for these families often includes poverty, isolation from the service system, inadequate public schooling and on-going discrimination, this case study may be helpful in evaluating current service provision and informing policy. This study aimed to uncover the stories of CLD families' experiences with disability and social support from an insider's perspective. The families' accounts of their experiences provide a means of understanding the perspective of a parent of a child with disabilities from a culturally and linguistically diverse background. Grounded theory strategies were used to identify themes within the data of each case. Grounded theory is well-suited for analyzing data collected from various sources. Cross-case analysis techniques were then used to compare the findings across the three cases. The findings reported in this chapter are based on the analysis of multiple sources of data including individual parent interviews, observations of support meetings and CPRC-sponsored events and documents. Three themes emerged from the data: a) Meeting People Where They Are, b) Won't You Help Us and c) Each One, Teach One. The findings highlight the advantage of built-in trust and significance of supports that are well-attuned to the culture and context of the families served by CPRCs. Observations, meetings and interviews with the members of each participating CPRC brought to light some distinctive features of the way the CPRC model was organized and functioned. These features included open leadership, familialism, contextual fitness, and empowerment. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]