In China, accompanying parents are a special group supporting inclusive preschool education for children with autism spectrum disorder (ASD). Although they lack professional knowledge and skills in children's education, they are required to accompany their children full-time to provide necessary and unique assistance. The present study aims to explore the experiences of accompanying parents of children with ASD in the context of Chinese inclusive preschool education. Semi-structured interviews and observations were conducted with 14 accompanying parents from an inclusive kindergarten. Results showed that the accompanying parents have transitioned across three roles -- from "caregivers" to "educators" to "right defenders." Each role transition resulted from their interaction with different elements in the environment and was aimed at increasing beneficial resources. Therefore, future policies and projects should improve the socioecological conditions of accompanying parents to promote inclusive preschool education in China.