Individualized Education Plans (IEPs) were created to provide students with disabilities with equitable accommodation within American Public Classrooms. Simultaneously, there was a problem that when parents' trust for the Exceptional Student Education program and the IEP team was not developed with a staffing specialist, then students with disabilities may be impacted in terms of eligibility in addition to the alignment of their accommodation. This qualitative descriptive study aimed to explore how staffing specialists described the development of parents' trust when determining eligibility for an Exceptional Student Education program and creating an IEP for the student. The sample consisted of staffing specialists (n=13) within Miami-Dade County Public Schools District. Semi-structured interviews were utilized as the main mode of data collection. Results of the study were qualitatively analyzed and synthesized through the six-step thematic analysis. Findings of the study indicated that there was a need for greater communication between staffing specialists and parents. Implications of the findings also suggested that professional development programs and other workshops could be employed to better equip staffing specialists with the right tools needed for properly accommodating the needs of parents of students with disabilities. [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.]