This study examines how cultural values may impact East Asian parents seeking educational services for their child. Using the lens of acculturation theory to analyze qualitative and quantitative data, findings reveal a complicated relationship between racial identity and the special education space. The quantitative data substantiates a statistical disproportionality in special education classification among East Asian students while qualitative data illumines two key factors: the perceived assumption of "model" minority status, on the part of educators/schools; and a cultural orientation that privileges and values academic achievement to such an extent that the lack of achievement results in shame, stigma, and feelings of hopelessness. The implications of these findings are widespread and could inform policy and practice around special education services as well as the extent to which schools can serve as inclusive spaces for all families, regardless of racial/ethnic background and ability. There is a disproportionate number of Asian students with disabilities (SWDs) as compared to the national prevalence rate and White students. A "model minority" stereotype exists for Asian students which also is further supported by cultural values that emphasize achievement, and thus warrants curiosity around the phenomenon of underrepresentation. There may be more than meets the eye in terms of the educational needs and services for Asian American students. This explanatory, sociocultural study utilizes a mixed methods approach. Given the potential sensitivity around the topic, research participants are approached using the snowball method. Those involved in the study are from the greater Boston area and of East Asian descent (e.g., Chinese, Japanese, Korean) and understand that the study will be about their journey in seeking educational services for their child, as well as the extent which Asian cultural values may have played a role in that process. Asian cultural values are defined as conformity to norms, family recognition through achievement, emotional self-control, collectivism, humility, and filial piety. [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.]