The present study investigated the use of Heritage Languages (HL) among Culturally and Linguistically Diverse (CLD) children living in the United States with and without disabilities.  We sought to better understand the parental beliefs and attitudes that influence the maintenance of HL and the sociocultural implications impacting language loss. As misconceptions still exist regarding bilingualism and its influence on the social, cognitive, or linguistic development of CLD children, particularly those with disabilities, this study aimed to examine how parents’ and families’ home language practices impact heritage language maintenance. A survey was conducted with 120 families from different cultural and linguistic backgrounds to assess language use and the dynamics that characterize their sociolinguistic identity. The study used descriptive statistics to describe and compare parents' beliefs and strategies regarding their children's HL use and identify patterns for further investigation on how parents and educators can support HL development and maintenance for children with disabilities.