Family participation in educational planning for children with disabilities is believed to result in plans that are more responsive to the child's needs and that lead to better social, emotional, and educational outcomes. Participation in educational planning is also a fundamental right of parents and a cornerstone of special education legislation. This article describes a study in which 133 family members of children with serious emotional disorders rated their perceptions of their participation in educational planning for their children. Findings indicated that family members' perceptions of their participation were mixed. As professionals charged with bridging the gap between school and family, social workers have important roles in engaging families in educational planning processes so that they feel that their values are being taken into account and that they have influence. (Contains 2 tables.)