This study aimed to shed light on the attributes of parents who advocate fiercely for inclusion and how these attributes impact education placement. Questions guiding this study were: What are the distinctive attributes of parents of children with multiple support needs that equip them to advocate for inclusive education settings? How do parents acquire these distinctive attributes? How does possessing these qualities impact advocacy in the IEP process? An explanatory sequential mixed method design was used as the methodology. Quantitative (i.e., 125 surveys) and qualitative (i.e., seven interviews) data were used. The quantitative data did not find that advocacy skills directly impacted educational placement. However, the findings from both data sources demonstrated that caregiver attributes in advocacy tend to have a particular set of skills and qualities that support them to advocate for their children with special education needs. Parents possessing these skills impacted the advocacy process in the IEP process in the following ways: (a) parents are equipped in their journey for inclusion as obstacles present; (b) parents are able to be full members of the IEP team as they are prepared, organized, had a clear vision, and ready to make child-centered decisions; and (c) all of the skills prepared parents when unexpected changes and disruptions come about. This study found parents who advocated for inclusive education developed many skills they never thought they would acquire, but having a child with multiple support needs led them to be determined advocates and never-ending learners. [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.]