Research has shown the parenting responsibilities that come with a child with special needs differ from the responsibilities of parenting a normally developing child (Benn, Akiva, Arel, & Roeser, 2012). To provide adequate levels of care for children with special needs parents may endure challenging experiences, resulting in parents becoming overwhelmed and experiencing higher levels of stress than other parents (Bazzano et al., 2013). Support may be available through family members, schools, and other organizations, but often, parents seek the support of those who have had similar experiences (Baum, 2004). This study examined a special education parent's perceived stress and how the parent utilizes social media support by using a correlational design within a normative adult population. Lessenberry & Rehfeldt (2004) examined the concept of stress among parents of children with developmental disabilities and broke the concept into four domains: stressor, strain, coping resources, and coping strategies. Additionally, when examining the theoretical makeup of stress, vulnerabilities must be considered to conceptualize how a person may handle their experiences and what may develop during those experiences (Ingram & Price, 2010). Statistical analysis found that there is no relationship between social media support and a special education parent's perceived stress. The analysis did find that a special education parent's perceived stress is related to the education setting of the child and the severity of the disability. [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.]