The first contact parents may have with a professional in relation to their child with a disability is often at the point of diagnosis. From that moment onwards, parents embark on a journey that generally involves the formation of many relationships with professionals working in the field. These relationships have the potential to facilitate individual and family outcomes but may also jeopardise these outcomes. It is not surprising that researchers have been interested in examining the components of productive relationships and the impact these may have on the quality of life for individuals with disabilities and their families. This article draws on the work of contributing authors to this special issue to examine some of the research that has led to our current understandings of how parents who have a child with a disability and professionals can form meaningful and productive partnerships. It considers how the nature of these partnerships is changing, and some of the issues that have been raised as a result of these changes.