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The education law and policies in Lesotho assert that all children have a right to education, however, the application of these frameworks have been slow when it comes to education provision for children with intellectual disabilities. This study explores parental perspectives on experiences of provision of education for children with intellectual disabilities in Lesotho. Data was collected using semi-structured interviews with parents of children with intellectual disabilities. The findings indicate that parents immensely valued education for its advantages, however, they were aware of and disappointed with the inequitable provision of education children with intellectual disabilities were offered, leading to lack of participation and dropouts. The study therefore highlights the need to amplify implementation of evidence-based practices that ensure effective access and provision of quality and equitable education for children with intellectual disabilities. Keywords: intellectual disabilities, provision of education, education experiences, parental perspectives, Lesotho