Although considerable research has focused on engaging parents or guardians in education, little research has addressed engaging parents or guardians to meet the needs of English learners (ELs) with disabilities in the United States. In this article, we summarize literature from general education, special education, and EL education to provide strategies for engaging parents or guardians to meet the needs of ELs with disabilities. We discuss the characteristics of ELs with disabilities and their parents, identify barriers to engaging parents of ELs with disabilities, and suggest strategies to help educators and strategies to help parents work toward increased parent engagement.