Language policy research puts little emphasis on parental agency in language policy decision-making for English as an Additional Language (EAL) students. This study investigates how migrant parents and community members interpreted and experienced the effects and outcomes of EAL policies. Through qualitative interviews with 35 migrant parents and community members as well as two focus groups, this study shows that from the parents' perspectives, there were systemic inequities of the EAL policies that disadvantage EAL students. In light of the existing inequities and discrimination toward EAL, parents made several recommendations to policymakers at the school, district, and provincial levels. This study contributes to both migrant parental engagement and language-in-education policy. The paper underscores parental agency in language policy decision-making for EAL students; the voices are needed for the development of equitable EAL policies. Results of this research will provide directions for EAL policies, programs, and services, as well as new insights into the effectiveness of advocacy and capacity building of EAL parents.