This two-year qualitative study examined parental involvement, advocacy in particular, of four Arabic-speaking Muslim couples who fled Iraq to the United States as refugees. Through interviews and ethnographic observations at their homes, children's schools, religious and social settings and through two parent-teacher conferences at an elementary school, the parents' viewpoints and actions were recorded and analyzed in terms of four themes: linguistic barriers, different expectations in school cultures, perceived discrimination, and poverty as well as the two emerging themes of personal space and identity shifts. The data were further analyzed to study the reasons for immigration, the participants' expectations for U.S. schools, and community support, as well as their effects on their actions regarding advocacy. The thematic analysis of the data led to the insights into the participants' experiences, views, and understandings of their rights and responsibilities as advocates for their children. Despite linguistic barriers, each participant actively attended parent-teacher conferences and initiated conversations with teachers. In cases of perceived discrimination, some of the participants went breeched norms and went to schools to talk with the principals directly. The data indicate that political correctness may keep these participants in the realm of superficial level of problem-solving. The study concludes with practical suggestions for facilitating discussions in which parents and teachers can address the core issues and find solutions.