Abstract
This study explored the family-centered planning process with parents of preschool-aged children with disabilities during the Individualized Education Plan (IEP) planning process. The researcher investigated the experiences during the IEP process that shaped parent roles and how the process impacted them. Qualitative data included interviews with three parents of preschool-aged children with disabilities who attended a public inclusion preschool. It was evident that constant engagement by the IEP team shaped parent roles. All parents described that continuous and transparent communication were major factors that impacted them, equalized their role on the IEP team, and created trust with other team members. Discussion of results and implications for practice were outlined with topics for future research discussed.