This article examines two families' experiences on the support services for their school-aged child with Attention-Deficit/Hyperactivity Disorder (ADHD). Families' views about the received support were examined using netnography (a form of ethnography). The research was conducted using an online survey directed to 208 families, in a closed social media platform. Thereafter, four families were interviewed. From these interviews, two families were selected for further in-depth analysis. The received set of supports were perceived differently: One set of supports was perceived as "positive" and the other as "negative." According to the analysis, families' perspectives about the received support varied based on how well the student's individual needs were recognized by teachers, how much teachers knew about ADHD, whether families' perspective was heard, and whether they received adequate support in a multi-professional network.