Parent participation is considered to be a vital component in the education of students with disabilities. Parents' roles in pivotal changes in special education--specifically, inclusion--are acknowledged, and their rights are protected in special education law. However, their perspectives are not always understood or considered in the decision-making process. In this study, parents of children with disabilities in South Africa and in a midwestern state of the United States participated in focus group discussions regarding inclusive education. The results indicated that parent perceptions, experiences, and barriers to effective family-school partnerships and parent advocacy were remarkably similar on the two continents. Implications and recommendations for preservice teacher education are discussed.