The purpose of the study is to understand the perceptions and experiences of Hmong parents in Early Childhood Special Education (ECSE). This study used semi-structured, open-ended interviews to collect data from 8 Hmong parents, each with a child whom received intervention or educational services from the ages 0 to 5 years old. This qualitative study reveals significant findings that are critical to Hmong parents and the field. To be specific, the findings demonstrate that Hmong parents are constantly negotiating between the two systems in which they are placed: Hmong culture and ECSE. Influences such as authority figures, language, and culture impact the quality of services for children, families and parent's decision-making process. This study highlights the importance of hearing a diversity of Hmong parents' voices and how there is a disconnect between ECSE and Hmong families.