Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important for educators to be aware of and responsive to the experiences of parents who are CLD. This literature review examines nine recent studies investigating CLD parents' perceptions of their role in the IEP process. Common themes include language barriers, cultural barriers, and insufficient information. Recommendations for improving the experiences of parents who are CLD focus on increasing the availability of qualified interpreters and supporting educators to engage in culturally and linguistically responsive practices.