Parental engagement is often used interchangeably with terms such as parental involvement and parental participation. Research has indicated that active parental engagement was less evident in culturally and linguistically diverse communities. The problem addressed in this study was that although culturally and linguistically diverse parents attend Individualized Education Program meetings, they did not actively engage due to external and internal factors. The purpose of this qualitative narrative study was to explore the rich, thick narrative descriptions of the external and internal factors that impacted the level of engagement of culturally and linguistically diverse parents at Individualized Education Program meetings. The first research question asked how do culturally and linguistically diverse parents describe the external factors that impact their level of engagement at Individualized Education Program meetings? The second research question asked how do culturally and linguistically diverse parents describe the internal factors that impact their level of engagement at Individualized Education Program meetings? The theory of planned behavior guided the study. The study used qualitative narrative inquiry. Since the focus of this narrative inquiry did not span a lifetime, using a personal narrative (Mertler, 2019) to examine CLD parents' stories related to multiple IEP meetings captured the participants' lived experiences. Data was collected via semi-structured interviews on Zoom and art-based zine creations. Thematic analysis based on Braun and Clarke's six-step analysis was used to analyze the participants' narratives. Additionally, Ryan and Ryan's 4Rs framework was used to analyze the participants' zines. Data was analyzed manually and in NVivo 12 and 14, revealing two themes and 15 subthemes. External variables influence CLD parental engagement more than internal ones. One participant demonstrated that internal factors influenced their involvement more than external factors. As practice recommendations, culturally relevant IEP manuals, templates, and parent language hotlines were suggested. Case studies should examine how culturally responsive teaching motivates parents. [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.]