This dissertation examines the experiences of Latino/a/x parents in early childhood special education and the ways that special education teachers shape those experiences. While Latinx children continue to be a large population in special education, the majority of special education advocacy and evidence-based practice is led by and tested with White, middle class, English speaking populations. Educators and administrators are also ill equipped to support Latinx parents even though this population faces various linguistic and cultural challenges in school engagement. This study used a phenomenological approach to understanding Latinx parent engagement in early childhood special education. By studying the experiences of Latinx parents of children in early childhood special education programs in an urban and public special education preschool and the experiences of the special education teachers who serve them, I attempted to comprehend the experiences and non-normative ways that these families engage with schools. Findings demonstrate that parent participants in this study are highly engaged in home-based, non-normative forms of school engagement, including sustaining relationships with pediatricians, seeking services and therapies outside of school, and practicing language strategies with children at home. Participants also reveal a range of strategies of resistance and tools of hope to resist school engagement that they employ to navigate and survive special education. Findings indicate that parents must move across multiple levels of awareness about their child's disability before arriving at school engagement; these levels are non-linear and parents may return to early levels of awareness after stressful experiences that remind them of their child's delays, such as Individualized Education Program (IEP) meetings. The results indicate that a lack of attention to the intersection between racism and ableism in early childhood special education has led to a gap in the knowledge about school, parent, and community engagement experiences for Latino/a/x parents and the special education teachers who must develop family-school partnerships with them. [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.]