Abstract
Article Info Abstract Article History Although in 2010 the Eswatini introduced inclusiveeducation across all levels of the education sector, vital statistics about learners with Autism Spectrum Disorder (ASD) remain unknown. Hence, parents of these learners remain an untapped source. Thisqualitative, phenomenological and interpretivism study explored parents' perceptions towards their involvement in education of learners with ASD in Eswatini mainstream primary schools. Data were collected utilising interviews and document analysis from fifteen purposively sampled parents and teachers of learners with ASDwho were selected from four mainstream primary schools. Data were analysed using the six basic steps of thematic analysis as postulated by Braun and Clarke (2006). The study adhered to informed consent, self-determination, voluntary participation, anonymity and confidentiality of information. Findings revealed that mainstream primary schools offered parents minimal support.Thus, the study recommended that the Ministry of Education and Training should intensively invest in pre-and in-service training so that teachers can be adequately equipped with pivotal skills to facilitate parental involvement and collaboration with a multidisciplinary team to enhance parental involvement.