Embedded learning opportunities (ELOs) are evidence-based practices that can increase the number of teaching and learning opportunities made available to children in their natural routines. Implementing ELOs is the optimal approach for parents in supporting their children's learning within the family's routines. This study assessed the feasibility of parents supporting their young children's learning through ELO interventions. Two case studies were conducted, each of which involved a parent-child dyad. One child had been identified as having autism, and the other had been identified as having developmental delays. Each case study employed an independent single-case multiple-probe design and assessed the effect of training on the implementation of ELO interventions by the mother in home routines as well as the effects of the interventions on the parents' and children's behaviours. The mothers implemented each ELO strategy for each target goal in three steps. The results revealed that both mothers learned to use ELO strategies, and their children made improvements toward their target goals. Implications for future research and practice, as well as professionals' roles in supporting families with young children with disabilities, are discussed.