In spite of theoretical validation and legal mandates in special education for parent participation, many studies have indicated that parents' roles in the Individualized Education Programs (IEP) process are still not noticeable and influential and that too often they are not being treated as an equal partner with school professionals. In particular, parents from culturally and linguistically diverse backgrounds are typically not actively involved in the various components of IEPs, such as evaluation, developing IEP goals, and arranging intervention services related to their child's disability, regardless of their attendance in the IEP conference. A growing number of studies have sought to examine critical factors that may be a hindrance to efficient parental participation in the educational process. Key elements that adversely affect the level of participation of parents who are culturally and linguistically diverse (CLD) have been identified, such as the family's acculturation level, limited English proficiency, the difference in values and attitudes toward disability, communication style different from mainstream families, and a lack of knowledge about the IEP process and the school infrastructure. In this article, the author talks about Individualized Education Programs and barriers for parents from culturally and linguistically diverse backgrounds in the IEP procedures.