Parental advocacy in children with special needs should be further explored aiming at providing helps and supports for parents to their children’s education, particularly in language learning. This study is sought to explore the ways parents from different socioeconomic status (SES) practiced their parental advocacy or involvement on their children with special needs in English language learning. To this end, the research question was centralized to a single question: How do the parents coming from different SES practice parental advocacy to the children with special needs in learning English language? Narrative inquiry is employed as the research design of this study. There were two mothers whose children have been diagnosed with autism voluntarily participated in this study. The data collected via interviews was transcribed verbatim and then analyzed narratively. The finding of this study highlighted that family from different SES experienced fluctuating feelings when having children with special needs. However, they insisted on practicing various ways to nurture their children in learning English despite some problems emerged during practicing advocacy. All in all, the finding of this current study might contribute to the practices of parental advocacy towards the children with special needs particularly in learning English.