This qualitative study was designed to research the narrative experiences of parents who participated in the public special education Individual Education Plan (IEP) process and decided to opt-out of public school after having difficult experiences. The IEP process provides a unique and bounded collection of interactions. This study examined how aspects of trust, power, and agency are generated, maintained, and reproduced through interactions during this process. Narrative inquiry and semistructured interviewing were used to elicit the story of parents who have engaged in difficult IEPs. The data that emerged was examined and analyzed in search of themes that evidenced a phenomenon worth examining. The conceptual framework used to better understand the data was highly influenced by Foucault and his views of power and biopower, and his influence on the concepts of normalcy and disability. Concepts of relational trust were used to examine the formation, maintenance, and deterioration of trust as they occurred in and through this process. Parental agency was examined through its relation to power and trust, and how it was impacted by perceptions of biopower, resource allocation, dehumanization, and othering, including the parent's decision to leave public special education. [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.]