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However, this support is often constrained when children are diagnosed with mild intellectual disabilities and require additional assistance. This study aimed to explore the experiences of parents in supporting children with such diagnoses. Adopting a phenomenological design within an interpretive paradigm and qualitative approach, data were collected from 23 purposefully selected parents of learners with mild intellectual disabilities attending three inclusive schools in disadvantaged areas of Gauteng, South Africa. Semi-structured interviews were used, and the data were analyzed through thematic content analysis, with Bronfenbrenner's bio-ecological systems theory serving as the framework. The results indicated that parents' misunderstanding of mild intellectual disability posed a significant barrier to effective learning support. 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