The influence of a parent bears a significant impact on the educational outcomes of children with disabilities. Supporting a child with a disability can cause increased parental stress, complicate school-home relationships, and negatively influence parents' self-efficacy. Given the diverse and unique characteristics associated with specific learning disabilities and the lack of research focusing specifically on the experiencing of parenting a child with a specific learning disability, the present study aimed to explore this context. The attitudes, beliefs, and perspectives of these parents were investigated in light of Bronfenbrenner's ecological systems theory response to the research question: How do parents of children with specific learning disabilities describe their experience of supporting the learning outcomes of their child at home? Qualitative case study methodology was used to determine the experiences of parents. Data was collected through semi-structured interviews from parents of children with a diagnosed specific learning disability. Data were analyzed for themes and patterns as indicated by Yin's case study methodology. Data analysis yielded themes that were synthesized and articulated in description of the experiences of parents. The investigation revealed that parents' experiences unfolded along a continuum of challenges associated with the referral, diagnostic, and service-delivery periods. Parents indicated the importance of meaningful partnerships with school staff in enhancing their self-efficacy for providing academic support to their child with a specific learning disability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]